Product Design - Koya for Tupperbaby

TUPPERBABY: Research and Design for the next big thing in baby & kids market in India for Tupperware.

KOYA by Chaitrali Bhide

Srishti School of Art, Design and Technology Srishti Labs [S.Labs] This product was designed as part of the Undergraduate Professional Diploma Program for the academic year 2014-2015 under the project TupperBaby: Research and Design for the next big thing in baby & kids market in India for Tupperware.

Project Mentors: Janak Mistry, Girish Prabhu, Beena Prabhu.

Acknowledgements I would like to thank Dr. Geetha Narayanan, Director, Srishti School of Art, Design and Technology for the opportunity to work on this project, Tupperware for funding the project, and S.Labs for the space and technology facilities. I would also like to thank Janak Mistry, Girish Prabhu and Beena Prabhu for their encouragement and guidance through the project.

I would like to appreciate Mr. Raghu and Mr. Nitin at Tupperware (Dehradun) for taking time out of their busy schedule to help us familiarise with the materials, processes and brand values at Tupperware.

I would like to acknowledge the group effort of my peers in the Research phase of the TupperBaby project.

I would also like to acknowledge Print Xpress which printed and bound this folio for me.

Special thanks to Orpha Faramelli, Sahil Somani, Sreemoyee Roy Choudhury, Priyanka Mehta, Sanika Sahasrabuddhe, Aakriti Gupta, and Spenta Wadia for their help and feedback through the project..

I would also like to thank my parents for their continuous love, guidance and support.

Table of Contents Introduction

1

Immersion Vision Statement Problem Statement Secondary Research Competitive Analysis

3 5 7 9 21

Exploration Primary Research Personas Key Insights Opportunity Spaces What I Propose

31 33 34 41 43 55

Conceptualisation Factory Visit Initial Ideas Concept Development

61 61 64; 74 69; 81

Demonstration Final Concept Iterations Prototypes Koya User Scenarios Stackable Boxes Spoon Attachment ­­ Product Graphics

89 90 102 109 132 136 140 142

What I Learned

146

Bibliography

150

Introduction The project aimed at exploring products or services for children between the ages of 0-4 years through a human centric approach. The direction of the project was for the Indian market in general and for young urban Indian millennial parents in particular.

Although Tupperware has products in this segment, the substantially growing market required uncovering new areas and concepts in order for Tupperware to become market leaders in this sector.

• For baby products (0-9 months), they wanted to focus on products with penetrative low cost pricing and competitive advantages such as ease of use, cleaning, and sterilizing.

• For the toddler segment (9-48 months), the interest was around the drivers for the parents’ purchase decisions such as cost, cleaning, storing, on-the-go and ease of use for adults and kids.

Tupperware was interested in achieving the above by: • Simplifying the process of using child care products for an upper-middle class consumer.

• Establishing and increasing product offerings in this category.

• Amplifying brand trust.

Designs needed to be focused around simple usage, functional relevance, wow factors, a credible demonstration, design story, latest technology, appropriate results along with relative affordability.

The underlying aim was to genuinely make things better for the caretakers.

1

Reinterpreting the BRIEF

Context Map

Competitve Analysis

Secondary Research

Primary Research

Insights Clustering Insights

Opportunity Spaces In order to stay on track, we decided to follow a process to acquire and assimilate our data. This helped in systematically leading us towards our spaces for design opportunities.

2

Immersion Understanding the brief.

We worked in groups of three to analyse the brief given to us and extract key information that would help derive a problem statement.

Our initial problem statement was: How might we introduce a new range of baby care products in the Indian market?

We used tools such as Word Association, Chunking up and Chunking down, Is and Is Not and 5 Ws to further refine our problem statement.

We developed our problem statement into: How might we eliminate the dogma in the Indian households, with a new range of baby care products? and then to: Enabling parents to take care of their babies while multitasking effortlessly.

We then worked together as a group of nine to assimilate our three statements into one comprehensive statement.

We followed a similar approach to generate an appropriate vision statement.

Our initial vision statement was: Simplifying the lives of the caretakers by introducing baby care products.

We transformed the initial statement into: To simplify the lives of the caretakers by developing intelligent solutions for child welfare and education. and finally to : To simplify the lives of the caretakers.

3

4

Vision Statement

Make Tupperware the quintessence of baby care.

5

6

Problem Statement

Creating fun and smart solutions for the Indian urban millennial parents and their children (0-4 years), in order to help them balance a hectic lifestyle, while keeping a tab on the child’s nutrition and making them adjust to dynamic food habits.

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8

Secondary Research Understanding the Design Context.

To understand the realm of baby care, we created a word association map based on our general knowledge which led to our main areas for online research.

The map was roughly divided into four categories: • Child Development • Child care processes • Primary Stakeholders • Products related to feeding

Essentials to remember in the design process: • Intelligent Solutions - timeless, simple, appropriate • Injection and blow moulded - beautiful, useful, demonstrable • Ease of use, cleaning, sterilizing • Child education and welfare • Next big thing

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10

11

Topics selected for Secondary Research

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Secondary Research We arrived at seven main areas for secondary research that are essential to understanding child care techniques.

• Generation - Y • Child care worries • Child psychology and development • Processes and practices in child care • Traditional Indian child care practices versus modern child care practices • Existing child care products in the Indian market • Other stakeholders We compiled the information gathered from our secondary research into grouped insights. This helped us understand the context of the project better. It also helped us to prepare ourselves towards primary research.

On-site visits to child care stores were an essential part of our secondary research.

We conducted our market research at local stores as well as branded stores such as Mom and me, Chicco, Mothercare etc. in Bangalore. Additionally, we purchased products which seemed unique or intrigued us.

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Comprehensive Data from Secondary Research

Feeding Processes Vary with age

1-6 months

It is recommended that children are introduced to drinking breast milk from a bottle at least 3 weeks after birth.

18-24 months

Children this age can use spoons. This is an age to help them transition from using a baby bottle to cups, and introduce solid food into their diet.

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4-12 months

12-18 months

24-36 months

36-48 months

Children this age are introduced to soft foods which require preparation steps such as boiling, mashing, and straining.

Children imitate their parents and siblings. They try to eat what their parents might be eating. Meal times can be lengthy as children get distracted.

Children try eating on their own by picking up dry foods such as biscuits, roti pieces, boiled fruits and vegetables.

Children are capable of eating most foods on their own. By this age they have fully adapted to using straw bottles or normal tumblers.

15

Comprehensive Data from Secondary Research

Primary Stakeholders Millennial Parents

The millennial generation is better educated, more accepting of multiculturalism, and more civic-minded than their predecessors. They move around a lot, from job to job and city to city.

Being a yummy mummy. is a trend. They are fit and active as if they never went through pregnancy and the child then becomes an accessory.

There is less gender based bias on carrying out certain duties. Its okay to be a stay at home dad and a working mom.

Most of the generation Y has lived in a traditional way and seen the beginning of mobile phones and computers in homes. They saw the internet come in and yet had their roots deep. Their methods of upbringing are a mix of traditional and modern.

They are dedicated to sustainability but represent the fastest growing consumer segment of luxury goods. They are more spenders than savers.

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Some Indian Myths and Traditional Beliefs

Honey was used to form ‘om’ on babies tongues.

This is unhygienic and has a choking hazard since the honey is thick.

Milk is wholesome food till child turns one Milk lacks Vitamin C and Iron. If children are weaned before six months they could become anaemic.

Ripe banana should be first solid food Cereal made with ground rice is ideal, then banana can be introduced.

Children find it difficult to adjust to breast feeding if they have been bottle fed first.

Milk bottles should be covered while feeding in public Paladai can be used to feed young babies instead of breast feeding.

Paladai also helps prevent colic.

17

Comprehensive Data from Secondary Research

Concerns and Values of Children’s Products

Babies are attracted to bright colour, angles, curves and objects which refract light.

They are very visual and vocal and like playing with loud objects A toy or product shouldn’t be too loud for your child. The noise of some rattles, squeaking, and musical toys can contribute to hearing damage.

Toys should be large enough — at least 1¼ inches (3 cm) in diameter and 2¼ inches (6 cm) in length — so that they can’t be swallowed or lodged in the windpipe.

When checking a toy for a baby or toddler, it should be strong enough to withstand chewing.

The products should be easy to clean.

Product should be intuitive and easy to use.

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Drivers

• Cost

Top Brands Chicco

• Functionality

Avent

• Aesthetics

Mother Care

• Ease of use

Pigeon

• Technology

Mee Mee

• Cleaning and Storage

Farlin

• Quality and Safety

Fisher Price

• On-the-go

Dr.. Brown

• Trust in the Brand

Directions

• Pop Colours • Sunrise Colours • No Busy Prints • Wineberry • Electric Blue

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Competitive Analysis In order to observe the existing child care products in the market, we visited local and branded baby care stores. Through our exploration, we came across products with the following features.

21

Comprehensive Data from Competitive Analysis

Preparation Related

Textured plastic bowls and spoons allowed for manual mashing of soft food.

Multifunctional baby food preparation kit

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A pitcher with funnel cap to mix formula in the right consistency.

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Comprehensive Data from Competitive Analysis

Feeding Related

Plates with lids to temporarily store food.

A plate with a hollow base for hot water to keep food warm.

24

Bowls with adjustable angles for comfort.

Spoons for the children were rounded and bent inwards.

A plastic bib with a compartment to collect the spillage.

Baby’s first spoon with ergonomic grip

25

Comprehensive Data from Competitive Analysis

Feeding Related

Stoppers to prevent children from choking on spoons.

Temperature changing spoons.

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Most products had an anti-slip suction pads.

27

Comprehensive Data from Competitive Analysis

Products to Contain Liquids

Anti-spill mechanisms in sippy cups.

Maintains vitamin C in milk through an internal vent system.

28

Bottles with weighted straws to drink when held at any angle.

Tilted bottle head designed for gradual flow of milk.

Cups with changeable caps from breast pump to nipples.

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Problem Areas derived from Insights in Primary Research

30

Exploration Primary Research Taking into consideration various demographic factors and regional variability, we conducted interviews to gain a first-hand perspective on baby care.

We made use of IDEO research methods such as A day in the life, magic wand, and word association to help us gain insights from the parents that we spoke to.

After collecting insights from our interviews, we broadly categorised them to establish our opportunity spaces.

31

We compiled the data from our interviews using psychographic analysis to create personas.

32

Primary Research From the three axes used for psychographic analyses, emerged three distinct personas: Joanna D’Costa: • Is comfortable using plastic products for her child.

• Prefers buying child care specific products.

• Looks for products that are quick and convenient.

Shweta Rao: • Is comfortable using some plastic products but prefers non-plastic.

• Will pick up a child care specific product; will not necessarily go looking for it.

• Looks for products that can help her achieve perfect results in a simpler convenient method.

Tejaswini Marwah: • Is not comfortable using plastic products, especially for her child.

• Doesn’t believe in buying child specific products.

• Is a perfectionist and needs things done a specific way that machines may not be able to replicate.

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Personas from Primary Research

Joanna Key Attributes: She is extremely comfortable using plastic products for Jia’s food. She believes in buying the best products for her daughter and has bought several feeding related products specifically for her. Joanna relies on the convenience of a product more than its perfection. Meal times after work are the most essential part of Joanna’s day to spend quality moments with her daughter. She is very ambitious and loves to travel and socialise.

Name: Joanna D’Costa Demographic description:

Key Influences:

She is 32 years old and works at an advertising firm from 9am-5pm. She lives with her husband who is a chartered accountant and their 24 month old daughter, Jia in Mumbai.

She grew up in Mumbai in a very unconventional household.

They have hired a care taker to look after their daughter when they are at work.

Her approach towards baby care is very practical and she doesn’t follow any traditional practices. Joanna tends to rely on their doctor’s advice for concerns regarding Jia’s food.

34

Key Goals:

Pain Points and Gaps:

She wants dinner to be eaten as a family and hence wants Jia to try eating independently. Joanna does not entertain her daughter’s tantrums, and doesn’t allow any technological distractions while eating. Since she cooks lunch in the morning before work, she is comfortable refrigerating the food, and reheating it in the microwave but not beyond 12 -16 hours of storing the food.

She wishes the process of preparation could be simpler and faster. When she is at work, her maid is the one who feeds Jia and does the kitchen cleaning. Joanna is very concerned about hygiene for her daughter and has given the caretaker strict instructions regarding cleanliness. She wants her daughter to be able to transition from sippy cups to normal glasses. Being a person who loves to travel a lot, she is looking for solutions that are on-the-go, spill proof, and which can help in quick preparation of food.

35

Personas from Primary Research

Shweta Key Attributes: Shweta tends to be sceptical about buying plastics or child specific products but is comfortable using them once she finds a reliable source to vouch for the product. She tends to alternate between using plastic products and products made of glass, ceramic or steel. Shweta’s purchase decisions are driven by the convenience with which she can achieve perfect results through the use of a product.

Name: Shweta Rao Demographic description:

Key Influences:

She is a 34 year old Interior designer with flexible working hours. She lives with her husband who is an IT executive and their two children in Bangalore. They have a 40 month old daughter named Maithilee and a 7 month old son named Harsh. She grew up in Chennai in a very traditional household.

However, she is greatly influenced by globalization and modern child care practices.

She asks for her parents or in-laws for advice about feeding her children, but prefers doing some research online to get valid answers. She needs a justified reason about why to follow certain food related practices. Her upbringing affects her trust in the available products.

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Key Goals:

Pain Points and Gaps:

Harsh has begun eating mashed foods, and Maithilee is becoming more inquisitive about what she eats. She tries preparing the children’s food in creative ways such as with colours, shapes, and flavours. Shweta says “Eating should be a fun activity, not just nutritious.” Her daughter asks for T.V. and iPad while eating, and Shweta reluctantly lets her indulge in these distractions.

While travelling, she needs to carry a lot of products and wishes there was a more compact way to store or reduce the number of products to pack. While on the go, Shweta claimed that she requires products to help maintain the temperature of milk or water for Harsh. Maithilee recently started attending preschool, which has restrictions on what Shweta may or may not send for her daughter’s meals. The school asks to avoid sending liquid food as meal times can become very messy.

Shweta is currently on leave from work to take care of her son. Hygiene is a priority when it comes to her children, especially Harsh. “Cleaning all these kids products should be easy and quick.” she claims. When she gets back to work, she wants to be able to prepare the children’s meals quickly without compensating on consistency or nutritional value.

She plans to use some products for her son that she had bought for her daughter a few years ago which are still of good quality.

37

Personas from Primary Research

Tejaswini Key Attributes: Tejaswini tries to avoid using plastic products. She does not buy any products especially for Rohit and prefers to use normal household equipment. She is a perfectionist and is immaculate when it comes to child care.

Name: Tejaswini Marwah Demographic description:

Key Influences:

She is a 28 year old home maker living in Jaipur with her In-laws, her husband and her 18 month old son named Rohit.

She had to quit her job as a bank manager once Rohit was born. Her mother-in-law helps her with the daily household chores and also takes care of Rohit. They have appointed a maid for other household tasks only the process of food preparation is strictly performed by Tejaswini or her motherin-law.

Tejaswini’s mother-in-law plays a huge influence in terms of guidance and support for child care when needed. The mother-in-law tries to inculcate traditional childcare values, such as using a paladai to feed milk, using gutti to solve problems of colic and using silverware to serve food in for the child. As the mother-in-law insists on using the regular utensils at home, they do not use plastic products to prepare food.

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Key Goals:

Pain Points and Gaps:

Tejaswini believes in preparing fresh nutritious food for Rohit for each meal. She strongly feels the need for products to be easy to clean since she faces issues with spices and oils used in Indian cuisine.

They cannot trust their maid to cook food for her son due to concerns regarding appropriate preparation and the possibility of misuse of expensive kitchenware. Tejaswini too has some reservations when it comes to using plastics due to her ill experiences in the past.

She faces problems with the regular sized utensils while preparing food for Rohit as they weren’t designed to make baby food. She says, “ The mixer-grinder makes a tremendous amount of noise and wakes him up from his sleep. Additionally, it is too big for mashing baby food and most of the food gets stuck to the blades.”

“Feeding him is difficult for me. It becomes a very strenuous and time consuming process.” she claims. She tries to gain Rohit’s attention by singing, dancing or playing with him in order to feed him.

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Millennial parents want to simplify their lives with quick and easy preparation tools.

Gen-Y parents prefer products that can be used at home as well as on-the-go.

Parents prefer products that have a usability value beyond the said age group.

Gen-Y parents want products that could engage their children and interest them in eating.

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Key Insights from Primary Research

Gen - Y Parents want products that are easy to clean and store.

Parents want products that help prepare food in the right quantities

Smaller, smarter and faster are key factors in purchase decisions for products.

Parents want products that might help their children transition to using normal sized products.

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O n - the - go

Transitional Products

OPPORTUN I TY SPACES

E n ga gi n g

Monitoring

Traditional Practices

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Cleaning

Preparation

Opportunity Spaces After extracting insights from our primary research, we broadly categorised them into seven opportunity spaces.

• On-the-go • Preparation • Cleaning • Engaging • Traditions • Transition • Monitoring

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Opportunity Spaces from Research Phase

On-the-go

Carrying liquid food while travelling becomes messy for children and parents.

Children who attend preschool find it difficult to carry and handle food containers.

“Schools don’t allow kids to carry wet stuff (dal) as it would become messy.”

“Some boxes have lids that need to be pressed tightly Kids do not realize whether they have properly closed the box, which results in spillage.”

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Parents face issues with carrying bulky child care products.

Parents prefer feeding fresh hot food to their children while travelling.

“I cringe at the sight of parents pulling 50 things out of their bags and creating a mess while trying to feed the child.

Its a circus, I don’t want to be like that.”

“Even I would use containers that would keep food warm even after 4-5 hours.”

“I carry a camp-stove and a small cooking vessel to prepare fresh food for my children whenever I travel.”

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Opportunity Spaces from Research Phase

Preparation

Parents struggle to prepare food for each meal to avoid wastage.

Parents want to be able to use fewer steps to arrive at the same results to prepare food.

“I want a mixer grinder that would prepare small quantities of food which I could serve as well.”

“To prepare Ragi, I had to wash, dry, roast, grind and mix it - which is a long process.”

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Cleaning

Parents need to feel assured of a product’s cleanliness.

“Only the outer rim of bottles can be cleaned thoroughly.

I am never sure if the inside is clean enough.”

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Opportunity Spaces from Research Phase

Engaging

Children like to play with their Parents wish to strike a food while eating which ends balance between feeding and up being a messy process. involving the child.

“My daughter used to throw the food and then eat it from the floor.”

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“I have to make her act like a train to make her eat food.”

Traditions

Parents often feed their child using silver utensils because its mineral properties.

Parents shy away from some helpful traditional practices as they are too cumbersome.

“I use silver spoons, as the properties of the metal provide minerals to the child.”

“Paladai is very helpful to feed food,milk and medicines.

But it is tedious to keep refilling it after each bite.”

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Opportunity Spaces from Research Phase

Transition

Parents want their children to intuitively transition towards using everyday products.

Parents want their children to try eating independently.

“He had trouble moving from a nipple bottle to sipper.”

“He is taught to open his own tiffin in school.”

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Parents want to prepare meals while keeping in mind their child’s growing needs. “The kind of food he eats has changed drastically from when he was younger to now. I have to follow different processes such as mashing, over-boiling and grating the food for different consistencies.�

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Opportunity Spaces from Research Phase

Monitoring

Parents want to ensure their children are given the right amount of nutritious meals.

Parents wish to control the consistency of their child’s mashed food.

“She never wants to eat proper food during lunch. Whenever she is hungry she only asks for chips and biscuits. I don’t know how to explain the value of healthy food.”

“Getting the right consistency is not easy as we have to keep adjusting it as she grows.”

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Parents wish to maintain the temperature of food while feeding. “I have to keep re-heating her food at least 3 times in the duration of one meal.�

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What I Propose Based on insights gathered from primary research, and narrowing down key problem areas, I have articulated two opportunity spaces for me to explore and develop concepts under.

Scenario: Janhavi and Sanjeev are in their early 30s and have a 4 year old son and 20 month old daughter.

When asked about methods of child care, they said that their parents advise them about a lot of things.

Despite following certain traditional values, when it comes to taking care of their children they seek advise from friends and research online, but the doctor’s say is final. Janhavi cooks her children’s school meals herself. Her daughter manges to open her lunch box on her own, however, both her children struggle to seal the boxes themselves - this restricts Janhavi from sending healthy liquid foods.

Since both of them work, their daughter is in day care and the son is in preschool during the day.

Hence, meal times after work are an essential part of their daily interaction with their kids. Their children are quite active and distracted during meal times however, Janhavi and Sanjeev try to refrain from letting them use electronic appliances (T.V., phones, iPads) to keep their daughter engaged and attentive

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Selected Opportunity Space from Opportunity Spaces Children grow at a rapid rate, and parents are required to buy new products on a regular basis to cater to the constantly evolving ergonomic needs.

It is crucial for children to use age appropriate products and learn to use them correctly. Encouraging children to eat on their own can support a child’s tactile and motor skill development.

“I kept upgrading the silver spoons and glasses every six months as my child grew.”

“She tries holding the spoon and eating on her own.”

“I bought a new toothbrush and suddenly he started loving brushing his teeth.”

1

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Re-iterated Problem Statement From Selected Opportunity Space

1 Encouraging toddlers of urban millennial parents to transition from being fed to eating independently, hence enabling the children as well as the parents to eat together at meal times. (16-36 months)

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Selected Opportunity Space from Opportunity Spaces Traditional Indian meals include soupy meals such as dal, sambar, rassam, gravies, curries, milk, and buttermilk. Parents and teachers are concerned about children spilling these delicious foods when opening their lunch boxes or while eating.

“Schools don’t allow kids to carry wet stuff as it would become messy.”

“He is taught to open his own tiffin in school.”

“I like Lock & Lock boxes, because my kid understands whether its shut or not depending on the sound.”

2

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Re-iterated Problem Statement From Selected Opportunity Space

2 Enabling preschool attending children of working urban millennial parents to carry and eat liquid Indian meals without making a mess. (30-48 months)

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Conceptualisation Factory Visit Tupperware products are manufactured by process of injection and blow moulding.

To better understand this manufacturing technique, we visited the Tupperware factory in Dehradun.

Mr. Raghu explained the properties of the different plastics used, how they are processed and the quality testing measures. Mr. Nitin shared with us the marketing and brand values that Tupperware stands for.

We had prepared a few rough sketches of our product ideas before we visited the factory and the visit was very insightful in terms of understanding the possibilities and limitations of the materials and processes.

After we returned from the factory we began iterating our initial ideas to develop them into concepts.

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Factory Visit Tupperware factory in Dehradun

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Learning more about plastics and moulding techniques

Preform being warmed up

Fresh out of the annealing oven

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Conceptualisation Initial Ideas

Encouraging toddlers of urban millennial parents to transition from being fed to eating independently, hence enabling the children as well as the parents to eat together at meal times. (16-36 months)

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Initial Ideas From Re-Iterated Problem Statement

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Initial Ideas From Re-Iterated Problem Statement

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Concept Development From Initial Ideas

Bib Mat

• Silicone bib that extends into table tray/mat.

• A spill catch pocket makes it easier to clean and contain the mess.

• The flexibility of the material allows the bib to be rolled and carried on-the-go for short and long travels.

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• A simple hole and knob mechanism to adjust around the neck.

• The tray area of the bib is nonslip on top as well as bottom.

• Ideal to be used with high chair, and/or on a flat smooth surface.

• The bib-mat closes the spill gap between the container of food and the mouth.

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Concept Development From Initial Ideas

Finger Food

In the Indian culture we eat with our hands.

Growing up, my mother always taught me to make sure I keep my palms clean while eating with my hands.

The glove will move and conform to the movements of the hand required for hand eating.

The Finger Foods glove facilitates the child in developing this habit of keeping palms clean.

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The silicone finger rings will have a snug fit as the glove will be in sizes small, medium and large.

A hole and tab mechanism is a quick and easy way to secure the glove to the wrist.

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Concept Development From Initial Ideas

Scooper Chip

The large grip will be easier to hold for a toddler with developing motor skills.

The motion required to eat with hands in the Indian culture is similar to that of dipping a chip in dip and then eating.

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This plastic chip would cater to the particular gesture and habituates the child into the motion of hand eating.

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Concept Development From Initial Ideas

Hand Guard

Toddlers hold spoons closer to the neck of the spoon and with their entire fists.

The motion they use with their developing motor skills is similar to digging with a spade.

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This tends to make the side of their hands messy leading to a slippery grip on the spoon.

The Hand Guard would help keep their hands clean as well as serve as a choking preventive.

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Conceptualisation Initial Ideas

Enabling preschool attending children of working urban millennial parents to carry and eat liquid Indian meals without making a mess. (30-48 months)

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Initial Ideas From Re-Iterated Problem Statement

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Concept Development From Initial Ideas

Food Pipe

The Indian diet includes a lot of nutritious liquid meals. Each of these meals if of a different liquid consistency. Some are watery, some are like thick gravies and some are like flowy mashed potatoes.

This re-sealable silicone zip-lock pouch makes it easy to carry, pour and eat such meals of varying consistencies.

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• Cap attached with ring at mouth.

• Changeable nozzles based on consistency of contents.

• Easy squeeze mechanism.

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Concept Development From Initial Ideas

Cocoon Box

Children in several preschools in India are taught table manners - wash hands, place table cloth, then eat - the cloth helps keep their eating space clean. • Container with cloth secured to base. • Cloth cocoons the box when closed - acts as table cloth when open.

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• Snap fit base ring fits onto cloth and base securely.

• Velcro mechanism on cloth is easy to open and close for preschool/day care children.

• Feedback on the exterior of the container guides children to intuitively close the box tightly.

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Concept Development From Initial Ideas

Duplox

• Two compartment lunch box. • Compartments are separate while filling and carrying the box.

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• Compartments open separately except when entire lid is removed. • A simple lock lid holds the separator when complete lid is removed. • This allows the child to mix contents from two sections as and when required.

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Demonstration Final Concept Iterations To gain a clearer perspective on which concepts might have more potential, we had a meeting with Jan Hendrik De Groote, the VP Global Design at Tupperware Brands to share our ideas.

His opinions were insightful towards selecting a product concept. The next step was to develop the product through iterations. This involved further research for inspiration as well as taking into consideration all factors and possibilities for user scenarios.

Based on further research and insights from Jan, the Cocoon box seemed to have more potential as a product for preschool attending children.

Children in preschool are taught table manners - wash hands, place table cloth, then eat - the cloth helps keep their eating space clean. The cocoon box is a food   container with a table cloth secured to the base. The same cloth would cocoon the box when closed to contain any spillage while carrying and while eating.

Some people in India carry their tiffins wrapped in handkerchiefs. It is also customary to keep one’s eating space clean as per Indian cultural values.

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Final Concept Iterations Research and Inspiration

Neoprene lunch bags; Omie box ergonomically designed for preschool children; Leak-proof multiple compartment box.

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Inspiration Moodboard

Sewing Magnets; Lock mechanism with rubber water-proof ring; Spork attached to lunch box; Easy to stack and carry device.

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Final Concept Iterations From Cocoon Box

Mind Map to explore possibilities for the fabric to be used in the product.

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Mind Map to explore possibilities for deliverables of the product.

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Final Concept Iterations From Cocoon Box

Screw cap

Button Hole Cross stitch hoop

Magnet

Possible mechanisms to attach cloth to base of lunch box

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Screw Cap

Locking Cap

Burp Lid

Velcro

Push Buttons

Magnets

Possible mechanisms for a spill proof lid.; Simple mechanisms to envelop the lunch box with the cloth.

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Final Concept Iterations From Cocoon Box

Shape exploration for the table cloth.

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Possible mechanisms to create a handle for the lunch box.

Organic form exploration for the table cloth.

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Final Concept Iterations From Cocoon Box

Deciding the dimensions for the lunch box

Deciding the name for the product.

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Possible process to wrap the box with the cloth using easy snap magnets. (Creating a handle)

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Final Concept Iterations From Cocoon Box

Final form for the product.

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Deciding the dimensions for the lunch box;

Exploring an option of multiple stackable boxes to envelop.

Selected form for cloth

Selected mechanisms and materials for the final concept:

• A twist & lock for the base to secure cloth in place - is ideal to baby proof the base, while being an easy open mechanism for adults • Sewing magnets sewn into neoprene cloth - Neoprene is stretchable, durable and easy to wash; The sewing magnets are ideal as a clasping mechanism as they are easy for children to use, durable, and easy to wash.

• Locking lids with silicone piping for air-tight, leak proof freshness - this type of lid is simplest for children to operate compared to the burp lid and cork screw lid.

• The cloth would have to be in 3 sizes - 2 rounded squares for the small and normal sized boxes, and a rounded kite when the boxes are stacked and packed.

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Prototypes Dirty Prototyping

Round paper box; Large cotton cloth

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Final Prototype

Makeshift base mechanism made using sunboard; Cloth with hole fits onto base; Bottom of box has intrusion for base.

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Prototypes Final Prototype

Make shift intrusion in bottom of box; Extruded base fit into intruded bottom; Intrusion nor extrusion visible inside the box;

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Box placed to align sides at 45o to the sides of the cloth; Envelop fold around the box; stitches in cloth to help fold neatly.

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Stackable boxes Final Prototype

The box would be designed in two sizes - a box for small snacks and another for lunch meals; Spoon packing possibility.

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The shape and size of the cloth would be different when stacking two lunch boxes.

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Koya From Final Concept Iteration

Koya is a lunchbox for preschool/day-care attending children (2.5-4 years).

• Detachable neoprene table cloth that cocoons the box when closed.

• Air-tight and leak proof, this box is perfect to contain up to 390ml of dry or semi-liquid Indian lunch foods.

• Intuitive bayonet mount base is toddler proof - easy to open for adults and keeps the cloth is place.

• Easy locking mechanism enables children to effectively open and close the box on their own • Sewed in magnets enable easy unwrapping and wrapping of the cloth.

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Koya From Final Concept Iteration

sf] of or Koya is the Hindi word for cocoon. The name Koya is apt for this lunch box

as it not only conveys a unique feature of the box, but also highlights the cultural significance of the design.

• All components of the box would be made of RCPP [Random Clarified Polypropylene]. This material is stain resistant — perfect for most Indian meals. It is strong and light with the manufacturing possibility for live hinges.

• The box, lid and lock would be injection moulded as one piece (with live hinges for the lid and lock) in translucent coloured plastic whereas the base piece would be injection moulded separately in an opaque or translucent plastic using child safe colours.

• The two pieces would then be assembled and added with a silicone leak-proof piping in the lid as well as a neoprene cloth with sewn in magnets.

• All loose components of the Koya lunch box are easy to assemble, disassemble, wash and store.

• All exposed materials i.e. the RCPP and Neoprene are BPA free and child safe. The RCPP components are dishwasher safe and the Neoprene is washing machine safe (including the sewn in magnets).

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• Although this product has been specifically design for child -ren aged 0-4 years, it adds to the lifetime guarantee of the brand. It can be used beyond the age group due to the designed size and durable materials/mechanisms.

Dimensions 5mm 20mm

Full Box* Front View

15mm 60mm

65mm

48mm 7mm 5mm 90mm 109mm 112mm 5mm 20mm

Full Box* Right View

15mm 60mm

65mm

55mm

5mm 90mm 109mm 112mm

* Full Box = Lid+Lock+Container+Cloth+Base

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Dimensions From Final Concept Iteration 80mm

Full Box Top View

5.5mm 7mm thickness 2.5mm thickness 100mm

2.5mm

45mm 112mm

6mm

Full Box Bottom View

0.5 mm radius; 0.5mm thickness 60mm 70mm depth

7.8mm

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109mm 90mm

112mm

Lid Hinge Angle View 2mm depth 80mm 3mm 4mm 6mm

80mm

Box Hinge Angle View

3mm

5.5mm

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Dimensions From Final Concept Iteration

Lid and Piping Angle View Silicone tubing Deep inner rim

1.5mm thickness 2mm depth 3mm thickness 7mm 5mm 2.5mm depth

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Lid and Piping Angle View

Silicone Piping Angle View

103mm 3mm thickness

4mm width 103mm

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Dimensions From Final Concept Iteration

Base Piece Bottom View 7.5mm 0.5 mm radius; 0.5mm thickness

7.5mm

300mm

72mm

3mm thickness 2mm thickness 10mm radius

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Full Box Bottom View

Base Piece Bayonet Mount Top View

5mm thickness

1mm thickness 9mm thickness 90mm

3mm x 2mm 5mm 70mm 90mm

2mm

Box Bottom Bayonet Mount Front View 1mm thickness

2.5mm

4mm depth 8.34mm 5mm

5.5mm

1mm 11mm

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Dimensions From Final Concept Iteration 0.67mm

Box Notch for lock Right View

8.2mm

1.87mm 16.47mm 6mm

24.35mm

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Box Notch for lock Front View

45mm

1mm thickness 19.86mm

Lock Left View

24.5mm 1mm thickness

45mm

1.5mm

Lock Bottom View 20.2mm 20.2mm

24.5mm 45mm 50mm

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Section View From Final Concept Iteration

Full Box Front View Air-tight, leak-proof lid Volume = 390ml Container is sealed off from intrusion in base Thickness = 2mm Hollow grip in base for intuitive easy opening

Easy open-close front lock Straight side walls for easy food scooping when using spoon Thickness = 2mm Table cloth secured in place at base of box

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Full Box Right View

Full Box Top View Cloth serves as table cloth - large surface area to contain spillage Washable magnets stitched in stretchable Neoprene cloth

Thickness = 2mm

Table Cloth Front View

Magnets sewn in neoprene cloth

• The box is placed to align its sides at 45o to the sides of the cloth.

• An envelop fold around the box is a snug fit with the magnets attaching at the top.

• Additionally a box with flat sides is not only stronger but also more aesthetic when opting for live hinges and seal locks.

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Colours From Final Concept Iteration

• As per Primary Research, the trending colours for baby products are wineberry, electric blue, and sunset colours. Keeping this in mind, I had a colour palette in mind for the same. The idea is to have all components to be available in the four bright colours giving parents and children the freedom to use components of different colours together and make fun lunch box combinations

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For all components C = 26 R = 155 M = 98 G = 30 Y = 73 B = 43 K = 24 For all components C = 67 R = 54 G = 188 M=2 Y=0 B = 238 K=0 For all components C=0 R = 250 M = 33 G = 180 Y = 100 B=0 K = 0.18 For all components C=0 R = 232 M = 83 G = 70 Y = 92 B = 33 K=0

Most Similar RAL 3001

Most Similar RAL 5024

Most Similar RAL 1021

Most Similar RAL 2004

For Neoprene and Silicone piping C=1 Most Similar R = 250 M=1 RAL 9016 G = 250 Y=1 B = 250 K=0 For Neoprene and Silicone piping C = 63 R = 89 Most Similar M = 55 G = 89 RAL 7012 Y = 54 B = 89 K = 28

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Details From Final Concept Iteration

Exploded View Right View

Lid Lock

Silicone Piping

Container Intrusion with bayonet mount Table cloth Orientation guide

Extrusion with Bayonet Mount Orientation Guide Base with grip

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Full Box - Open Front View

Lid Angle View

Lid Angle View

• The silicone piping along with the difference in the height   of the plastic rims secure the lid air-tight and leak-proof.

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Details From Final Concept Iteration

Box Bayonet Mount Angle View

Box Bayonet Mount Front View

• The base fits onto the bottom of the container by an intuitively designed bayonet mount mechanism.

• The cloth is placed on the base before the latter is mounted into the bottom of the box.

• The twist and lock motion required to remove or attach the base to the box will not be easy for 30-48 month old children to do, effectively baby-proofing the cloth onto the box.

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Base Bayonet Mount Angle View

Base Bayonet Mount Angle View

• However it would be quite convenient for adults, especially as the box would need to be washed after every use. However, the cloth can be washed at the parents discretion based on cleanliness, hygiene and convenience.

• A convenient grip at the bottom of the base makes mounting and un-mounting the base much easier.

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Details From Final Concept Iteration

Base Piece Back View

Base Piece Right View

• A small notch on the right hand side of the extrusion guides the cloth in the correctly aligned position. • The cloth fits onto the cylindrical extrusion on the base.

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Cloth Top View

Cloth Top View

• The cloth has a circular cut in the centre [Diameter = 72mm].

• A small circular hole [Diameter=2mm] on the right hand side of the central circle guides the cloth in the correctly aligned position.

• Magnets are sewn in the corners [Distance from sides = 20mm], which will be secured to each other at the top of the box.

• Rounded corners for aesthetic and ergonomic appeal.

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Details From Final Concept Iteration

Lid Lock - Open Right View

Lid Lock - Closed Front View

• The lock is ergonomically designed for a child to easily open and secure the lid.

• It keeps the lid tightly closed by hooking under a notch on the box.

• A live hinge has a minimal restrictive opening angle.

Lid and Box Hinge Right View

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Base Piece Bottom View

Container - Open Top View

Base Piece Bottom Angle View • The grooves in the base are ergonomically designed for an easy open-close grip.

• Minimal extrusions at the bottom of the base keeps the box a few millimetres above the ground.

• The inside of the container is sealed off from the cylindrical intrusion in base.

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User Scenarios From Final Concept Iteration

Un-mounting the base from the box

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Un-locking the lid to open the box

• The cloth intuitively aligns with the box at a 45o angle.

• The cloth has stitches similar to the ones drawn in the images to help fold it naturally.

• An envelop fold correctly joins the magnets from opposite corners of the cloth on top of the box.

• Koya or the ‘Cocoon Box’ is wrapped and ready to be carried in a bag.

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User Scenarios From Final Concept Iteration

• Koya is the perfect size for preschool/day care attending children.

• The box can contain dry snack as well as liquid Indian meals effectively without leaking [with or with out the table cloth wrapped around] • It can comfortably be carried in most school bags and lunch bags.

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Product Environments

• The convenient size can contain upto 390ml.

• The neoprene wrapped around the box helps maintain the temperature of the food.

• When opened, the table cloth prevents spillage onto the eating surface. It also helps contain the spillage when wrapped again around the box after the meal.

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Stackable Boxes From Final Concept Iteration 5mm 20mm

Full Box - Small Front View

15mm 50mm

55mm

45mm 7mm 5mm 90mm 109mm 112mm 5mm 20mm

15mm 50mm 38mm 7mm 5mm

90mm 109mm 112mm

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55mm

Full Box Front View

Stackable Boxes Front View Mini Koya 8.1cm x 8.1 cm x 4.5 cm (L x B x H) Volume = 290ml

Koya Tiffin 8.5cm x 8.5 cm x 5.5 cm (L x B x H) Volume = 390ml

• The Koya tiffin is designed in two sizes. The smaller one for light dry snacks and the larger for small lunch time meals.

• The boxes can be stacked comfortably in any orientation. [Smaller on top/Larger on top].

• Both are identical except for their height and volume.

• The range of colours would be available in both sizes.

• The cloth required to cocoon two boxes would be different from the cloth for one.

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Stackable Boxes From Final Concept Iteration

360mm

580mm 500mm

200mm

• The cloth required to wrap two boxes would be folded as shown in the image above.

• The first image depicts the ideal placement of both boxes when the cloth is opened for meal times.

• This asymmetrical shape would not only snugly cocoon the boxes but also cover a larger surface area when opened.

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Koya

Mini Koya

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Spoon Attachment From Final Concept Iteration

• An issue that some parents face at times is how to send a spoon with the meal without it getting messy or lost.

• The Koya lunch box provides with a clean and easy way to do so by wrapping the child’s spoon next to the box.

• Spoons for children are available in a variety of shapes and sizes. The flexibility of simply wrapping the cloth around both the box and spoon makes packing ay sized spoon a piece of cake.

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Stackable boxes

Single box

• The option of packing a spoon with the box would be possible with Koya and Koya mini as well as both stacked together.

141

Product Graphics From Final Concept Iteration

• Graphics play a big role in a products aesthetics - especially for children. • A visualisation of how the box and cloth might look with graphics is depicted here.

142

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Product Graphics From Final Concept Iteration

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• Children tend to lose interest in products quickly. Since the cloth is easily removable from the box, both would be available in a variety of colours and graphics for the parents as well as children to mix and match.

145

Timeline created in the beginning of the project to help stay on track

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What I’ve Learnt After the research phase of the project I had constructed a few questions that I was hoping to answer through the course work. I also had a few expectations of what I would learn by the end of the semester.

PROPOSED RESEARCH QUESTIONS • Is it possible to design a product or service that grows with the child as it grows at a rapid pace?

Could it add to the lifetime guarantee value of the brand?

• Is it possible to convince millennial Indian parents to trust Tupperware products for their children?

Can a product eliminate traditional dogmas about plastic products in the Indian society?

• Can a product or service help promote the existing Tupperware range of child care products?

EXPECTED LEARNING OUTCOMES • Research tools and techniques • Exploring the possibilities and limitations of contextual design • Following an adaptive design process that is concise yet flexible • Developing innovative products with constraints such as very specific target audience and material preferences • Improving 3D modelling and rendering skills

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What I’ve Learnt REFLECTIONS As an aspiring product designer, I am grateful to have had this opportunity to work on a project for an established brand such as Tupperware. I am inspired by design values such as modularity, sustainability, space saving and on-the-go and try to apply these values to the products that I design. This project has been the enriching experience that I needed to explore my product design skills especially within this design context.

Through this project I have successfully achieved the expected learning outcomes. With empathy as a strong tool, I have been able to look at the project from different perspectives and truly understand how to design innovative products within the preferences and limitations of contextual design.

Another key take-away is how to present the concept by highlighting the selling points in a convincing manner. To ‘sell’ one simple product concept, I had to: • Design the product to the smallest millimetre - in form and aesthetics • Consider mechanisms, materials, colours and graphics that would appeal to the target audience • Design a product that would be useful beyond the target age group - integrate lifetime guarantee vale of the brand This project has been a wonderful learning experience which I believe has helped me further develop: • Design thinking skills • Material understanding • User centred design • Product deliverable values • Time management skills • Interview and research skills • Documentation Skills

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