Ergonomics for children: Ways forward

A relatively new area of human factors/ergonomics practice focuses on designing for children. The objective of this panel is to discuss ‘forward directions’ for human factors professionals currently designing for children or desiring to begin working with design of environments, goods, and procedures for children. Each panelist is an expert in an aspect of design that applies to children. Each will give a brief example of their practice or experience. They will offer their opinion on the greatest issues facing human factors engineers as they investigate design for children and the challenges facing the world’s children of today. OVERVIEW It has not been that long since the definition of ‘work’ in Human Factor/Ergonomics appeared to refer almost solely to either activities in ones’ place of employment or the expenditure of physical energy during labor. Only 15 years ago, professors in the field publicly stated there was no place for addressing ‘special’ populations within human factors, as all human factors design applied to the 5 th to 95 th percentile of the population. Of course, not all human factors engineers believed this, but the sentiment was pervasive. In recent years, we have seen a growth of interest in applying human factors principles to designing for special populations including those who must function with permanent or long- term illnesses or disabilities (or conditions such as pregnancy), elderly populations, and children. Early human factors focused on industrial work places and military applications, but even this has changed over time. Growth in the field has expanded to places outside these areas and outside one’s place of employment to include ‘settings’ as surface transportation, health care, internet, and virtual environments. Like some other professions, the definition of ‘work’ has seemingly been redefined, as human factors engineers study humans singly and collectively and use that information to design products (including technologies), systems, methods, and environments. One of the most exciting new, targeted populations is children. Their ‘work’ is to learn and expand their skills and abilities cognitively, emotionally, socially, culturally, and physically. They do this in their homes, on playgrounds, in schools, and in public and private spaces. While so much design has been done for children, little has been designed according to their abilities, limitations, and growth and development patterns. How often have we heard ‘children are resilient’ meaning ‘children are flexible, adaptable; they’ll do fine’, but will they? Will sitting on a straight-backed chair at a table that is too high or too low for them not influence their physical growth?