Engineering and Child Psychology Students Collaborate Through Toy Innovation

Student-designed toys are once again bringing together classrooms at Edina High School through a unique collaboration between Jodi Ramirez’s engineering classes and Sarah Irons’ Child Psychology classes.

Now in its second year, the project challenges engineering students to design and build toys for preschoolers in the Child Psychology classrooms. After the toys are tested by the children, Child Psychology students observe how the preschoolers interact with them and provide feedback that helps engineering teams improve their designs before a second round of testing.

This year’s project expanded to include students from both Industrial Engineering Design and Principles of Engineering, allowing teams to combine design and troubleshooting skills. Engineering students also spent time observing preschoolers before beginning their designs, helping them better understand how young children play, what captures their attention, and what is developmentally appropriate.

Throughout the process, engineering students applied skills in CAD modeling, manufacturing, 3D printing, and product design while also learning Agile Scrum project management techniques commonly used in professional engineering settings. Child Psychology students applied lessons about developmental milestones, play-based learning, and child behavior through real-world observation and analysis.

The collaboration has led to impressive growth for both groups of students. Engineering teams have learned how to adapt designs based on user feedback, while Child Psychology students have become more confident in connecting observations to child development concepts and communicating actionable feedback.

The preschoolers have also made their favorite toys clear. A toy phone/fidget combination quickly became a constant companion for one child, while a rolling pin that stamped letters into playdough was described by students as “magic.”

Teachers say this year’s prototypes are more thoughtful, durable, and age-appropriate than ever before, thanks in large part to the ongoing feedback loop between students and the opportunity to watch real children interact with their creations.

Thank you to all of our students who helped make this project possible and for leadership from Edina Public Schools teachers Jodi Ramirez and Sarah Irons, and Edina Education Fund Executive Director Kathy Rendleman.