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Official Educational Toy
Alat-alat permainan pendidikan rasmi

官方教育性质玩具

WePlay is founded in the year of 1987 by Wendy Wu in Taiwan, who is an eminent professor of Preschool Education and Child Development at universities. Weplay toys are developed according to children’s holistic needs, ranging over visual-auditory-tactile perception, motor skills, balance coordination, fine motor skills and creative play. Based on Universal Design, the concepts of design is to incorporate cultural and natural elements into Weplay products. With that, children can experience indoors with an outdoor ambience. Weplay enriches children’s situational activities and creative thinking as environment is known to be children’s second teacher. WePlay has won several international design awards like Red Dot Design of Germany, the Good Design Award of Japan.

Do you know that? Children can learn and develop different skills they will need in their life through the use of educational toy. Click here to read more.

WePlay telah ditubuhkan oleh Wendy Wu pada 1987 di Taiwan. Beliau merupakan seorang profesor pendidikan awal kanak-kanak dan perkembangan anak yang terkemuka di universiti-universiti. Permainan Weplay telah diyesuaikan untuk mengikut keperluan kanak-kanak secara holistik yang meliputi persepsi visual-pendengaran-taktil, kemahiran motor, penyelarasan keseimbangan, kemahiran motor halus dan mainan yang kreatif. Berdasarkan Reka Bentuk Umum, konsep reka bentuk ini merangkumi unsur-unsur secara semula jadi dan juga kebudayaan. Dengan itu, kanak-kanak dapat mengalami suasana luar semasa dalam rumah juga. Alam sekitar dikenali sebagai guru kedua kepada kanak-kanak. Oleh itu, Weplay dapat memperkayakan aktiviti situasi untuk kanak-kanak dan pemikirian kreatif. Bukan sahaja itu, WePlay juga telah memenangi beberapa anugerah reka bentuk antarabangsa seperti Design Red Dot Jerman, Anugerah Reka Bentuk Baik Jepun.

Tahukah anda? Kanak-kanak boleh belajar dan memperkembangkan pelbagai kemahiran yang diperlukan dalam kehidupan mereka dengan penggunaan alat-alat permainan pendidikan. Klik sini untuk baca dengan lebih lanjut.

WePlay由台湾的Wendy Wu于1987年创立。Wendy Wu是一名大学学前教育和儿童发展的杰出教授。 Weplay玩具是根据儿童的整体需求而开发的,包括视觉 – 听觉 – 触觉感知,运动技能,平衡协调,精细运动技能和创造性游戏。基于通用设计,设计的概念是将文化和自然元素融入Weplay产品中。有了这个,孩子们可以在户内体验户外氛围。因为环境经常被认为是儿童的第二任教师,因此Weplay能丰富儿童的情境活动和创造性思维。此外,WePlay赢得了多项国际设计奖项,如德国红点设计奖,日本优秀设计奖。

你知道吗? 通过使用具教育性质的玩具,儿童可以学习和发展他们生活中所需的各种技能。点击这里阅读更多。

Official Art Materials
Bahan-bahan seni lukis rasmi

官方艺术及美术材料

Originally an industrial pigment supply company, Crayola began when cousins Edwin Binney and C. Harold Smith took over Edwin’s father’s pigment business in 1885. Crayola later on shifted its focus to art products for home and school use such as chalk, crayons, coloured pencils, markers, paints, modeling clay and other related goods. Since 1984, the company has been a wholly-owned subsidiary of Hallmark Cards. The name of its founders, Binney and Smith, was carried by the company until 2007 when the company’s name changed to Crayola. Crayola’s innovative art tools and creative toys give kids the power to express all that inspires them as they explore, discover play, pretend and dream.

All Crayola-branded products are nontoxic and have been evaluated by toxicologist, hence Crayola products are not harmful to the human body even if ingested or inhaled. It is safe for use by children. Crayola products incorporates social and environmental priorities and practices as well. The green trend meets school supplies with crayons made using solar power, markers made from recycled plastic and colored pencils produced with reforested wood.

Do you know that? Creative arts activities help children in all area of development. [Click here.] As for the art material like crayon benefits children in their fine and gross motor strength, sensory processing, pencil grasp, line awareness, hand-eye coordination and so on. [Click here.]

Crayola bermula sebagai syarikat pembekalan pigmen industri ketika sepupu Edwin Binney dan C. Harold Smith mengambil alih perniagaan pigmen ayah Edwin pada tahun 1885. Fokus Crayola kemudian beralih kepada produk seni untuk kegunaan rumah dan sekolah seperti kapur, krayon, pensel berwarna, penanda, cat, pemodelan tanah liat dan lain-lain barangan berkaitan. Sejak tahun 1984, syarikat itu telah menjadi anak syarikat milik penuh Hallmark Cards. Nama pengasasnya, Binney dan Smith, diguna oleh syarikat itu sehingga 2007 apabila nama syarikat berubah kepada Crayola. Alat seni inovatif dan permainan kreatif Crayola memberikan anak-anak kuasa untuk meluahkan inspirasi mereka ketika mereka meneroka, bermain dan berangan-angan.

Semua produk berjenama Crayola tidak mengandungi bahan toksik dan telah dinilai oleh ahli toksikologi, menjadikan produk Crayola tidak berbahaya kepada tubuh manusia walaupun ditelan atau dihirup dan selamat digunakan oleh kanak-kanak. Produk Crayola mengutamakan amalan sosial dan alam sekitar juga. Contohnya, pembekalan sekolah dengan krayon yang dibuat dengan kuasa solar, penanda yang diperbuat daripada plastik yang dikitar semula dan pensel warna yang dihasilkan dengan kayu ditanam semula.

Tahukah anda? Aktiviti seni kreatif dapat membantu kanak-kanak dari segi perkembangan yang keseluruhan. [Klik sini] Bahan kesenian seperti krayon memanfaatkan anak-anak dalam kekuatan motor halus dan kasar mereka, pemprosesan deria, genggaman pensil, kesedaran tentang garis, penyelarasan mata dengan tangan dan sebagainya. [Klik sini]

Crayola最初是一家工业颜料供应公司,并于1885年表兄弟Edwin Binney和C. Harold Smith接管Edwin父亲的颜料业务时开始发展。Crayola后来将注意力转移到家庭和学校使用的艺术产品上,如粉笔,蜡笔,彩色铅笔,马克笔,涂料,造型粘土和其他相关商品。自1984年以来,该公司一直是Hallmark Cards的全资子公司。公司的名字一直以其创始人Binney和Smith命名,直到2007年才将名称改为Crayola。Crayola的创新艺术工具和创意玩具让孩子们表达在他们探索、搜寻、意想和幻想时所有激励他们的力量。

Crayola品牌的所有产品都已经过毒理学家的评估,证实是无毒的,因此即使摄入或吸入,Crayola产品也不会对人体有害。儿童可以安全使用。Crayola产品还包括重视社会和环境优先事项及实践。绿色潮流与学习用品相遇,使用太阳能制成的蜡笔,再生塑料制成的马克笔和用重新造林的木材制作的彩色铅笔。

你知道吗? 创意艺术活动能帮助儿童所有的发展领域。 [点击这里]。至于像蜡笔这样的美术材料有益于儿童的精细和整体的运动力量,感官处理,铅笔掌握,对线条的意识,手眼协调等 [点击这里]。

Official Music School
Akademi music rasmi

官方音乐学院

Kindermusik is the world’s leading provider of music-based education for children from birth through age seven. They use the power and joy of music-making to help children learn and grow during the years most critical to brain development. Since 1978, Kindermusik has helped millions of children around the world build a strong foundation for a lifetime love of learning.

Steeped in educational theory, Kindermusik programs use interactive, sensory-rich experiences to build neural pathways and shape the architecture of each child’s growing brain. They offer programs for children from birth to age seven, each thoughtfully designed to nurture cognitive, social-emotional, and physical development, while providing engaging learning experiences for babies, toddlers, preschoolers and their families.

Inspiration drives success. While studying in Cologne, Germany, Kindermusik founder Dan Pratt discovered a curriculum that empowered young children to learn through music. Determined to bring this pedagogical approach to families around the world, he introduced the first Kindermusik classes in 1978. Steeped in educational theory, Kindermusik’s research-based curricula recognizes the potential in every child and sets a strong foundation for a lifetime of learning.

Today, their programs and educators continue to recognize and celebrate the potential in every child, working to enhance knowledge, confidence and enthusiasm for learning through the power of music-making.

Animals for YOUNG provides music therapy as based on some research, the effectiveness of music therapy is medium to large for children with autism spectrum disorder (ASD). [Click to read more] Music can stimulate both hemispheres of our brain, rather than just one. Self-awareness of autistic children can be built and relationships with others can be improved through music. Besides that, music encourages communicative behaviour and interaction with others, which is something that autistic children have great difficulty with. [Read more].

 

Kindermusik ialah penyedia pendidikan berasaskan muzik yang terunggul di dunia untuk kanak-kanak dari tahun kelahiran hingga tujuh tahun. Mereka menggunakan kekuatan dan keceriaan dalam pembuatan muzik untuk membantu pembelajaran dan tumbesaran kanak-kanak semasa waktu kritikal perkembangan otak. Sejak dari tahun 1978, Kindermusik telah membantu berjuta-juta kanak-kanak di seluruh dunia untuk membina asas yang kukuh untuk pembelajaran sepanjang hayat.

Dengan teori pendidikan, program Kindermusik menggunakan interaktif, pengalaman yang kaya dengan sensori untuk membina laluan saraf dan membentukkan tumbesaran otak setiap kanak-kanak. Mereka menawarkan program untuk kanak-kanak dari tahun kelahiran.hingga tujuh tahun, dengan rekaan program masing-masing untuk memupuk perkembangan kognitif, sosial dan emosi, fizikal, sambil menyediakan pengalaman pembelajaran yang menarik untuk bayi, kanak-kanak, kanak-kanak prasekolah dan keluarga mereka.

Inspirasi memacu kejayaan. Semasa belajar di Cologne, Jerman, pengasas Kindermusik Dan Pratt telah menemui satu kurikulum yang dapat mengukuhkan pembelajaran kanak-kanak melalui muzik. Beliau berdekad untuk membawa pendekatan pedagogi ini kepada keluarga di seluruh dunia dengan memperkenalkan kelas Kindermusik yang pertama pada tahun 1978. Melalui teori pendidikan, kurikulum berasaskan penyelidikan Kindermusik mengenalpasti potensi dalam setiap kanak-kanak dan memberikan asas yang kukuh untuk pembelajaran sepanjang hayat.

Hari ini, program dan pendidik mereka terus mengiktiraf dan meraikan potensi dalam setiap kanak-kanak, berusaha mengukuhkan pengetahuan, keyakinan dan semangat untuk belajar melalui kekuatan dalam pembuatan muzik.

Animals for YOUNG menyediakan terapi muzik yang telah berasaskan beberapa kajian dan kesan keberkesanan terapi muzik ialah sederhana hingga besar untuk kanak-kanak dengan Autism Spectrum Disorder (ASD). [Klik sini untuk baca dengan lebih lanjut] Muzik dapat merangsangkan kedua-dua hemisfera otak kita. Kesedaran diri kanak-kanak autisma boleh dibina dan hubungan sosial dengan orang lain dapat diperkukuh melalui muzik. Selain itu, kanak-kanak autisma mempunyai kesukaran untuk berinteraksi dengan orang lain, malah muzik dapat menggalakkan tingkah laku yang komunikatif dan interaksi sosial juga. [Klik sini]

 

Kindermusik是世界上提供从出生到七岁的儿童音乐教育的领先者。 他们利用音乐制作的力量和乐趣,帮助孩子在大脑发育最重要的时期学习和成长。自1978年以来,Kindermusik已帮助世界各地的数百万儿童奠定了终生热爱学习的坚实基础。

Kindermusik项目沉浸在教育理论中,利用互动的,富含感官的经验来建立神经通路并塑造每个孩子不断增长的大脑的结构。他们为从出生到七岁的儿童提供各种课程,每个课程都经过精心设计,希望培养认知,社交情感和身体发展,同时为婴儿,学步儿童,学龄前儿童及其家人提供有吸引力的学习体验。

也许是灵感推动了成功。在德国科隆大学学习期间,Kindermusik创始人Dan Pratt发现了一个课程,使儿童能够通过音乐学习。为了将这种教学方法引入世界各地的家庭,他于1978年推出了第一个Kindermusik课程。沉浸在教育理论中,Kindermusik的研究型课程了解到每个孩子的潜力,并为学习奠定了坚实的基础。

到现在,他们的课程和教育工作者持续发掘并表扬每个孩子的潜力,努力通过音乐创作的力量增强学习的知识,信心和热情。

Animals for YOUNG中心也提供音乐疗法。这是因为根据研究显示,音乐疗法的效果对于患有孤独症谱系障碍(ASD)的儿童是中等到高的。[点击阅读] 音乐可以刺激我们的左右脑,而不仅仅是大脑的一部分而已。通过音乐,自闭症儿童可以建立自我意识及改善与他人的关系。除此之外,音乐也能鼓励自闭症儿童尝试一些对于他们来说非常困难的事情,像是交际行为和多与他人的互动。 [阅读更多]。

Official Pet Products Partner

Produk haiwan rasmi

官方宠物用品合作伙伴

Founded by Rolf C. Hagen in 1955, Hagen has grown to become the world’s largest privately-owned, multi-national pet products manufacturer and distributor. Underlying their entire philosophy is one simple and immutable fact: Pets are not only the heart of business, but also the reason they are in business. Pet owners want new products that provide a range of benefits, such as safety, dependability, value, practicality, convenience, and durability. For over 55 years, they’ve earned the loyalty and trust of consumers worldwide by dedicating ourselves to producing high-quality, innovative products for the health, happiness and satisfaction of the owners and pets.

In 1974, Hagen Industries began producing wire cages and glass aquariums. Today, this expanded facility houses the company’s state-of-the-art Liquids Division which produces leading aquatic and pond water care treatments and conditioners. The recent addition of a new research laboratory helps further ensure that Hagen remains an industry leader in these categories. Using highly sophisticated data acquisition and analytical equipment, Hagen biochemists conduct quality control testing of production batches and filtration systems, and develop new aquatic management products of the highest standard.

For over 10 years, Hagen has produced quality pet food. Since 1998, Hagen Pet Foods in Waverly, New York has produced Nutrience, a premium line of dog and cat food. This specialty brand facility has an AIB “Superior” Rating and Cook & Thurber (NSF International) Certification.

The Hagen Avicultural Institute (HARI) is one of the world’s largest research centers.

The Hagen Avicultural Institute (HARI), founded in 1985, is one of the largest avian research centres in the world. It houses over 400 pairs of parrots in addition to other companion bird species. Everything learned here about captive bird breeding and maintenance is immediately applied to all bird diets, healthy treats and supplements to ensure they are of the highest quality.

Hagen diasaskan oleh Rolf C. Hagen pada tahun 1955 dan telah berkembang sebagai pengeluar dan pengedar produk haiwan kesayangan pemilikan swasta dan pelbagai negara yang terbesar di dunia. Falsafah mereka berasaskan satu fakta yang terang dan tidak berubah : Haiwan peliharaan bukan sahaja merupakan pusat perniagaan, tetapi juga sebab mereka berada dalam perniagaan. Pemilik haiwan peliharaan berharap untuk produk baru yang menyediakan pelbagai faedah, seperti keselamatan, kebolehpercayaan, nilai, secara praktikal, kemudahan, dan ketahanan. Selama lebih dari 55 tahun, mereka telah memperoleh kesetiaan dan kepercayaan pengguna di seluruh dunia dengan dedikasi untuk menghasilkan produk yang berkualiti tinggi dan inovatif untuk kesihatan, kebahagiaan dan kepuasan pemilik dan haiwan peliharaan.

Pada tahun 1974, Hagen Industries mula menghasilkan kawat sangkar dan akuarium berkaca. Hari ini, perluasan kemudahan ini menempatkan Bahagian Cecair yang menghasilkan rawatan dan perapi penjagaan air akuatik dan kolam utama. Penambahan makmal penyelidikan baharu ini membantu Hagen mengekal sebagai pemimpin dalam industri  kategori ini. Dengan penggunaan pengambilalihan data dan peralatan analitikal yang canggih, ahli biokimia Hagen menjalankan ujian kawalan kualiti sistem penapisan dan pengeluaran, dan memajukan produk pengurusan akuatik baharu yang berpiawai tinggi.

Selama lebih daripada 10 tahun, Hagen telah menghasilkan makanan haiwan kesayangan yang berkualiti. Sejak 1998, Hagen Pet Food di Waverly, New York telah menghasilkan Nutrience, produk makanan anjing dan kucing yang premium. Jenama khusus ini mempunyai pengiktirafan AIB “Superior” dan Cook & Thurber (NSF International).

Hagen Avicultural Institute (HARI) ialah salah satu pusat penyelidikan terbesar di dunia.
Hagen Avicultural Institute (HARI) ditubuhkan pada tahun 1985, ialah salah satu pusat penyelidikan burung terbesar di dunia. Ia menempatkan lebih daripada 400 pasang burung kakak tua selain spesies burung lain. Aplikasi pengetahuan pembiakan burung dan penjagaan burung telah digunakan untuk semua diet burung, rawatan dan supplement yang sihat untuk memastikan kualiti yang tertinggi.

Hagen于1955年由Rolf C. Hagen创立,现已发展成为全球最大的私营,多国宠物产品制造商和分销商。Hagen的整个理念的基础是一个简单而保持不变的事实:宠物不仅是业务的核心,也是他们开展业务的原因。宠物主人希望新产品具有一系列优势,例如安全性,可靠性,价值,实用性,便利性和耐用性。55年来,他们致力于为业主和宠物的健康,快乐和满足而生产高品质的创新产品,从而赢得了全球消费者的忠诚和信任。

1974年,Hagen工业开始生产铁丝笼和玻璃水族箱。今天,这个扩建的设施包括该公司最先进的液体部门,生产领先他人的水生和池塘水处理和调节器。 最近新增的研究实验室有助于进一步确保Hagen仍然是这些类别的行业领导者。 Hagen生物化学家使用高度复杂的数据采集和分析设备,对生产批次和过滤系统进行质量控制测试,并开发出最高标准的新水产管理产品。

十多年来,Hagen生产出优质的宠物食品。自1998年以来,位于纽约Waverly的Hagen Pet Foods公司生产了Nutrience。这是一种优质的狗粮和猫粮。 该专业品牌设施拥有AIB“高级”评级和Cook&Thurber(NSF国际)认证。

Hagen养殖研究所(HARI)是世界上最大的研究所之一。

Hagen养殖研究所(HARI)成立于1985年,是世界上最大的禽类研究中心之一。 除了其他伴侣鸟类外,它还有400多对鹦鹉。这里所学的关于圈养鸟类繁殖和维护的一切都会立即应用于所有的鸟类饮食,健康零食和补品,以确保它们具有最高质量。

Official Smart Robot Toy
Permainan Smart Robot rasmi

 

Malaysia Leka Smart Toys

AFY is the first organization who brought Leka, a new interactive robot designed specifically for children with autism and other developmental disabilities into Malaysia, and also the official distributor of Leka.

Leka acts as an educational tool to motivate and help them to learn, play and progress; also a companion to stimulate social interaction.

AFY merupakan organisasi yang pertama untuk memperkenalkan Leka, sebuah robot interaktif baharu yang direka khusus untuk kanak-kanak autisma dan ketidakupayaan yang lain dalam perkembangan kepada Malaysia, dan juga sebagai pengedar rasmi Leka. 

Leka berfungsi sebagai alat pendidikan untuk menggalakkan dan membantu mereka untuk belajar, bermain dan memperbaiki diri; dan juga sebagai teman untuk menggalakkan interaksi sosial.

 

About Leka

Leka is founded in Paris, France, in 2013. Leka won the Grand Prize at the 2014 Robot Launch competition for their robotic toy set on changing the way children with developmental disorders learn, play and progress. Leka will be the first interactive tool for children with developmental disorders that is available for direct purchase to the public. Designed for use in the home and not limited to a therapist’s office, Leka enables streamlined communication between therapists, parents and children easier, more efficient and more accessible through its monitoring platform. Leka’s co-founder and CEO, Ladislas de Toldi, writes about Leka’s progress since the Robot Launch competition and where the company is headed in the next year.

“Our mission is to help exceptional children live exceptional lives by reducing the learning inequalities that many children with different developmental disorders currently deal with” – Ladislas de Toldi.

Mengenai Leka
Leka diasaskan di Paris, Perancis, pada tahun 2013. Set robot mainan Leka telah memenangi Anugerah Utama dalam pertandingan Pelancaran Robot 2014 bagi fungsi robot mainan yang dapat mengubah cara kanak-kanak dengan masalah gangguan perkembangan untuk belajar, bermain dan memperbaiki diri. Leka akan menjadi alat interaktif pertama untuk kanak-kanak dengan masalah gangguan perkembangan yang terbuka kepada orang awam untuk pembelian. Rekaan leka tidak terhad kepada kegunaan di pejabat terapi sahaja dan juga untuk kegunaan rumah, malah dapat membolehkan komunikasi yang selaras antara ahli terapi dengan ibu bapa dengan cara yang lebih mudah, lebih cekap dan lebih mudah diakses melalui platform pemantaunnya. Ketua Pegawai Eksekutif dan juga seorang pengasas Leka, Ladislas de Toldi, mencatat kemajuan Leka sejak pertandingan Pelancaran Robot dan hala tujuan syarikat akan menuju pada tahun depan.

 

“Misi kami adalah untuk membantu kanak-kanak yang luar biasa menjalani kehidupan yang luar biasa dengan mengurangkan ketidaksamaan pembelajaran
kanak-kanak yang mempunyai masalah gangguan perkembangan yang berbeza sedang alami” – Ladislas de Toldi.

 

What can Leka do?

Leka is an interactive, mobile, communicable, and multi-sensory robot that can move, talk, make lights, sounds & vibrates, and displays emotions.

Equipped with sensors, Leka can detect and respond to a child’s interaction through autonomous behaviors. For example, if Leka is mistreated and thrown to the ground, it gets sad and turns red, a color traditionally associated with sadness. Interactive responses like this aim to help children better understand social cues and improve their social skills.

Leka is predictable in its interactions (meaning, each and all of its interactions are pre-programmed) in order to give children a sense of safety and peace of mind. Leka offers a wide range of stimulations in a way that even children with restrictive areas of interest will find their own source of motivation.

Addressing multiple senses, Leka helps engage children socially with their parents and caregivers to foster greater progress.

Apakah yang Leka boleh buat?
Leka ialah robot yang berinteraktif, mudah alih, mudah berkomunikasi, dan mempunyai “pelbagai sensori” yang boleh bergerak, bercakap, mempunyai  pembukaan lampu, berbunyi & getaran, dan pemaparan emosi.

Dilengkapi dengan pengesan, Leka dapat mengesan dan berinteraksi dengan kanak-kanak melalui tingkah laku secara autonomi. Sebagai contoh, jika Leka ditindas dan dibaling, ia akan bersedih dan bertukar menjadi warna merah yang dikaitkan dengan kesedihan. Respons interaktif seperti ini bertujuan untuk membantu kanak-kanak meningkatkan pemahaman tentang isyarat-isyarat sosial dan meningkatkan kemahiran sosial mereka.

Interaksi Leka dapat diramal, (bermakna setiap dan semua interaksinya telah diprogramkan) untuk memberikan kanak-kanak keamanan dan ketenangan jiwa. Leka menawarkan pelbagai rangsangan di mana kanak-kanak dengan minat yang terhad juga dapat mencari sumber motivasi mereka

Untuk menangani pelbagai deria, Leka melibatkan kanak-kanak dari aspek sosial dengan ibu bapa dan penjaga mereka untuk mendorongkan kemajuan yang lebih besar.

 

How does Leka benefit children with Special Needs Children?
Bagaimanakah Leka membantu kanak-kanak istimewa?

Leka is focused on making social interaction easier with the child’s family and surroundings through multiplayer games as well as reducing anxiety and stress.

Fokus Leka adalah untuk memudahkan interaksi sosial dengan keluarga kanak-kanak dan persekitarannya melalui permainan pelbagai pemain serta mengurangkan keresahan dan tekanan.

Leka motivates and guides the child throughout the day to autonomously complete different daily tasks through pictograms displayed on its screen and vocal instructions.

Leka menggalakkan dan membimbing kanak-kanak sepanjang hari untuk menyiapkan tugasan harian yang berbeza secara berdikari menerusi arahan suara dan piktogram yang dipaparkan pada skrin.

Leka helps parents, caregivers, and therapists teach motor, cognitive, and emotional skills through play. Integrating Leka at home and in school will then help parents and therapists to stay connected.

Leka membantu ibu bapa, penjaga, dan ahli terapi mengajar kemahiran motor, kognitif, dan emosi melalui permainan.  Dengan mengintegrasikan Leka di rumah dan di sekolah ia akan membantu ibu bapa dan ahli terapi untuk saling berhubung dengan sesama.

How does Leka work?
Bagaimankah Leka berfungsi?

Leka offers a large and evolving array of engaging educational games that motivates social interaction and communication, while increase motor, cognitive, and emotional skills. Leka works by way of a companion app (both iOS and Android are supported) and is controlled via Bluetooth. Users can either manually control Leka’s movements and actions or program Leka to act autonomously through the app. Currently, there are seven educational activities planned for the smart robot: Picture Bingo, Hide & Go Leka, Traveling Leka, Remote Control Leka, Time-Timer, Alarm Clock, and Night Light. Each of these educational games is designed specifically with the target demographic in mind, aiding in early childhood development.

Leka menawarkan permainan pendidikan yang menarik untuk menggalakkan interaksi dan komunikasi sosial, sambil meningkatkan kemahiran motor, kognitif, dan emosi.  Leka berfungsi dengan cara aplikasi teman (kedua-dua iOS dan Android telah disokong) dan dikawal melalui Bluetooth. Pengguna boleh mengawal pergerakan dan tindakan Leka secara manual atau melalui aplikasi program Leka untuk bertindak secara autonomi. Pada masa ini, terdapat tujuh aktiviti pendidikan yang dirancangkan untuk robot pintar: Picture Bingo, Hide & Go Leka, Traveling Leka, Remote Control Leka, Time-Timer, Alarm Clock and Night Light. Setiap permainan pendidikan ini direka khusus dengan matlamat demografi dalam minda yang membantu perkembangan awal kanak-kanak.

And because Leka includes a cloud-based Monitoring Platform, Leka’s sensors will be able to inform parents, therapists, and caregivers about each child’s progress. Leka will keep tabs on how children touch and manipulate the device, the time they spend on activities, and reaction time to instructions. Leka can also help parents and therapist to generate and analyze data on how children interact with the device and enable data sharing across a social network. The data collected can enhance understanding on the type of guidance that is more helpful to the child in completing a task.

Sensor Leka dapat memberitahu ibu bapa, ahli terapi, dan penjaga tentang kemajuan setiap anak kerana Leka merangkumi Platform Pemantauan berasaskan cloud. Leka akan merekodkan bagaimana kanak-kanak menyentuh dan memanipulasi peranti, masa yang mereka belanjakan pada aktiviti, dan masa tindak balas kepada arahan. Leka juga boleh membantu ibu bapa dan ahli terapi untuk menjana dan menganalisis data tentang bagaimana anak-anak berinteraksi dengan peranti dan membolehkan perkongsian data merentasi rangkaian sosial. Data yang dikumpulkan dapat mengukuhkan pemahaman mengenai jenis bimbingan yang lebih memanfaatkan anak anda dalam menyelesaikan tugas.

How does Leka been designed?
Bagaimanakah Leka telah direka?

Years of research on social robotics and developmental psychology has shown the learning potential of robots for autistic kids. We have built our features based on what has been demonstrated in this field.

Leka has been designed to work within established comprehensive behavioral intervention approach and developmental curriculum (such as ABA, TEACCH, ESDM…). The applications and games are designed under the guidance of the Advisory & Scientific Board in France and they have been performing different qualitative studies, including tests from user observations (6 special education schools, 40 children aged from 3 to 18 years old and 25 therapists) to anecdotal studies about user-centred design of educational activities with a robot (a three-months test performed twice in the same special education school). Leka has been validated by the French Advisory & Scientific Board, an organization composed of some of France’s top researchers, therapists, caregivers, entrepreneurs and organization executives.

Beberapa tahun penyelidikan dalam robotika sosial dan psikologi perkembangan telah menunjukkan potensi pembelajaran robot untuk kanak-kanak autisma. Kita telah memupuk ciri-ciri kita berdasarkan apa yang telah didemonstrasikan dalam bidang ini.

Leka telah direka untuk menggunakan pendekatan intervensi kelakuan komprehensif dan kurikulum perkembangan (seperti ABA, TEACCH, ESDM …). Aplikasi dan permainan telah dirancangkan dalam bimbingan Lembaga Penasihat & Saintifik di Perancis dan mereka telah melakukan kajian kualitatif yang berbeza, termasuk ujian daripada pemerhatian pengguna (6 sekolah pendidikan khas, 40 kanak-kanak berumur 3 hingga 18 tahun dan 25 terapi) kepada kajian anekdot mengenai reka bentuk aktiviti pendidkan yang bertema pengguna dengan robot (ujian selama tiga bulan dilakukan dua kali dalam sekolah pendidikan khas yang sama). Leka telah disahkan oleh Lembaga Penasihat & Saintifik Perancis, sebuah organisasi yang terdiri daripada beberapa penyelidik yang terunggul, ahli terapi, penjaga, pengusaha dan eksekutif organisasi Perancis.


AFY is also on board with Leka’s Alpa development program to provide feedback, and to continue developing the product according to special children’s needs. Based on papers published in peer-reviewed sources, Leka has been developed hand-in-hand with parents, therapists, and caregivers, to aid in a variety of settings.

With the use of Leka, our therapy is more efficient and more accessible.

AFY juga berselaras dengan program pembangunan Alpa Leka untuk memberikan maklum balas, dan meneruskan pembangunan produk yang mengikuti keperluan kanak-kanak istimewa. Berdasarkan jurnal yang diterbitkan dalam sumber-sumber ulasan sejawat, Leka telah dibangunkan dengan ibu bapa, terapi, dan penjaga, untuk membantu dalam pelbagai seting secara selaras.

Terapi kami juga lebih cekap dan mudah diperoleh dengan penggunaan Leka.

 

Why they love Leka?

Retrieved from https://leka.io/index.html

About Smart Robot Intervention
Intervensi Robot Pintar

How can a robot change things?

ASD affects about 70 million people worldwide. In order to develop an efficient toy, Leka’s developers worked closely with children with ASD, parents, and educators, to determine their needs and the role that the robot could play. The developers realized that children with ASD respond especially well to robots. Why? Because for these children, repetition and predictability are essential. Performing the same activity over and over can be hard for parents or educators.

Doing the same thing over and over is proper to robots. “The robotics help by repeating the same thing every single time and providing the child a sense of safety” – Ladislas de Toldi, Leka’s CEO and co-founder.

The rolling robot may also help child development by being controlled via Bluetooth and programmed through an app (available for both iOS and Android). Leka responds to a child’s participation in games, supplying positive images and sounds — for instance, showing a smiling face — to reward progress and encourage confidence. Currently programmed with three educational games, Leka will offer a total of seven activities toward 2017.

Adaptability is the key strength of this rolling robot. Caregivers can adjust the level of stimulation to fit each child’s needs – by changing the settings–, allowing the child’s progress to be tracked over time. Meanwhile, handling the spherical Leka provides children with a uniquely tactile interactive experience that they can’t get from a touchscreen.

Retrieved from https://nitro-digital.com/robot-for-children-with-autism/


Bagaimanakah robot dapat membawa ubahan?
ASD(Autism Spectrum Disorder) menjejaskan kira-kira 70 juta orang di seluruh dunia. Untuk mengembangkan alat mainan yang cekap, pemaju Leka bekerja dengan kanak-kanak ASD, ibu bapa, dan pendidik, untuk menentukan keperluan mereka dan peranan yang dapat dimainkan oleh robot. Pemaju menyedari bahawa kanak-kanak dengan ASD memberikan tindak balas yang baik kepada robot. Mengapa? Hal ini kerana pengulangan dan jangkaan adalah penting untuk kanak-kanak ASD manakala pengulangan aktiviti yang sama boleh menyukarkan ibu bapa atau pendidik.

Pengulangan perkara yang sama bersesuaian dengan robot.
“Robotik dapat membantu dengan mengulangi perkara yang sama dan memberikan kanak-kanak keselamatan” – Ladislas de Toldi, CEO dan juga pengasas Leka.

Robot rolling juga boleh membantu perkembangan kanak-kanak dengan pengedalian melalui Bluetooth dan diprogramkan melalui aplikasi (boleh didapati dalam iOS dan Android). Respons Leka terhadap penyertaan kanak-kanak dalam permainan memberikan imej dan bunyi yang positif – sebagai contoh, menunjukkan wajah tersenyum – untuk memberi ganjaran kepada kemajuan dan mendorong keyakinan. Kini Leka telah diprogramkan dengan tiga permainan pendidikan dan menuju ke tahun 2017 Leka akan menawarkan sebanyak tujuh aktiviti.

Kebolehan untuk menyesuaikan diri ialah kekuatan utama robot rolling ini. Pengasuh boleh melaraskan tahap rangsangan untuk menyesuaikan keperluan setiap kanak-kanak – dengan menukar seting untuk membolehkan kemajuan kanak-kanak dikesan dari semasa ke semasa. Sementara itu, melalui pengendalian Leka sfera, ini dapat  memberikan kanak-kanak pengalaman interaktif unik yang tidak dapat diperoleh daripada skrin sentuh.

Why robots? A survey on the roles and benefits of social robots in the therapy of children with autism (Cabibihan, Javed, Ang & Aljunied, 2013)

This paper reviews the use of socially interactive robots to assist in the therapy of children with autism. The extent to which the robots were successful in helping the children in their social, emotional, and communication deficits was investigated. Child-robot interactions were scrutinized with respect to the different target behaviors that are to be elicited from a child during therapy. These behaviors were thoroughly examined with respect to a childs development needs. Most importantly, experimental data from the surveyed works were extracted and analyzed in terms of the target behaviors and how each robot was used during a therapy session to achieve these behaviors. The study concludes by categorizing the different therapeutic roles that these robots were observed to play, and highlights the important design features that enable them to achieve high levels of effectiveness in autism therapy.

Reference: Cabibihan, J., Javed, H., Ang, M., & Aljunied, S. (2013). Why Robots? A Survey on the Roles and Benefits of Social Robots in the Therapy of Children with Autism. International Journal Of Social Robotics5(4), 593-618. doi: 10.1007/s12369-013-0202-2. Retrieved from http://arxiv.org/abs/1311.0352 

Are robots ready to deliver Autism interventions? A Comprehensive Review (Begum, Serna & Yanco, 2016)

This article presents a review of the contemporary robotics research with respect to making robots and human-robot interaction (HRI) useful for autism intervention in clinical settings. Robotics research over the past decade has demonstrated that many children with autism spectrum disorders (ASD) have a strong interest in robots and robot toys and can connect with a robot significantly better than with a human. Despite showing great promise, research in this direction has made minimal progress in advancing robots as clinically useful for ASD intervention. Moreover, the clinicians are generally not convinced about the potential of robots. A major reason behind this is that a vast majority of HRI studies on robot-mediated intervention do not follow any standard research design and, consequently, the data produced by these studies is minimally appealing to the clinical community. In clinical research on ASD intervention, a systematic evaluation of the evidence found from a study is performed to determine the effectiveness of an experimental intervention (e.g., a robot-mediated intervention, RMI). An intervention that produces a stable positive effect is considered as an evidence-based practice (EBP) in autism. EBPs enable clinicians to choose the best available treatments for an individual with ASD. The ultimate goal of RMI, therefore, is to be considered as an EBP so that they can actually be used for treating autism. There are several criteria to measure the strength of evidence, and they are mostly geared toward rigorous research design. The research on RMI, therefore, needs to follow standard research design to be acceptable by the clinical community. This paper reviews the temporary literature on robotics and autism to understand the status of RMI with respect to being an EBP in autism treatment. First, a set of guidelines is reported which is considered as a benchmark for research design in clinical research on ASD intervention and can easily be adopted in HRI studies on RMI. The existing literature on RMI is then reviewed with respect to these guidelines. We hope that the guidelines reported in this paper will help the robotics community to design user studies on RMI that meet clinical standards and thereby produce results that can lead RMI toward being considered as an EBP in autism. Note that the paper is exclusively focused on the role of robots in ASD intervention/therapy. Reviews on the use of robots in ASD diagnosis are beyond the scope of this paper.

Reference: Begum, M., Serna, R., & Yanco, H. (2016). Are Robots Ready to Deliver Autism Interventions? A Comprehensive Review. International Journal Of Social Robotics8(2), 157-181. doi: 10.1007/s12369-016-0346-y. Retrieved from https://pdfs.semanticscholar.org/fca9/392f3ad1cde4df633506389c1d973a8d75f1.pdf

Robot-based Intervention Program for Autistic Children with Humanoid Robot NAO: Initial Response in Stereotyped Behavior (Ismail, Shamsudin, Yussof, Hanapiah & Zahari, 2012)

The development and research on Human-Robot Interaction (HRI) between the humanoid robot and autistic children is new and innovative. This paper presents the initial response of stereotyped behavior in HRI between Humanoid Robot NAO and children with Autism Spectrum Disorder (ASD) during the Robot-based Intervention Program (RBIP) and normal class session. The presence of stereotyped behavior in children with ASD is being evaluated during the RBIP interaction and normal class session interaction. Humanoid Robot NAO is being utilized for the interaction in RBIP. The relationship between initial response of stereotyped behavior and the intelligence level of ASD children were analyzed during two interaction set-up, which were RBIP and normal classroom interaction, from which these findings are discussed in this paper. Our focus of discussion in this research is the initial response of autistic children exhibiting stereotyped behavior in RBIP and normal classroom session.

Reference: Ismail, L., Shamsudin, S., Yussof, H., Hanapiah, F., & Zahari, N. (2012). Robot-based Intervention Program for Autistic Children with Humanoid Robot NAO: Initial Response in Stereotyped Behavior. Procedia Engineering41, 1441-1447. doi: 10.1016/j.proeng.2012.07.333. Retrieved from https://asknao.aldebaran.com/sites/default/files/publications/ismailshamsudin_2012_robot-basedinterventionprogram.pdf

The Clinical Use of Robots for Individuals with Autism Spectrum Disorders: A Critical Review (Diehl, Schmitt, Villano & Crowell, 2012)

This paper examined peer-reviewed studies in order to understand the current status of empirically-based evidence on the clinical applications of robots in the diagnosis and treatment of Autism Spectrum Disorders (ASD). Studies are organized into four broad categories: (a) the response of individuals with ASD to robots or robot-like behavior in comparison to human behavior, (b) the use of robots to elicit behaviors, (c) the use of robots to model, teach, and/or practice a skill, and (d) the use of robots to provide feedback on performance. A critical review of the literature revealed that most of the findings are exploratory and have methodological limitations that make it difficult to draw firm conclusions about the clinical utility of robots. Finally, we outline the research needed to determine the incremental validity of this technique.

Reference: Ismail, L., Shamsudin, S., Yussof, H., Hanapiah, F., & Zahari, N. (2012). Robot-based Intervention Program for Autistic Children with Humanoid Robot NAO: Initial Response in Stereotyped Behavior. Procedia Engineering41, 1441-1447. doi: 10.1016/j.proeng.2012.07.333. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3223958/

Socially Assistive Robot-Based Intervention for Children with Autism Spectrum Disorder (Feil-Seifer, 2008)

While robots have been used for social interaction, there is great untapped potential for their use as therapeutic social partners. This research provides a process by which a socially assistive robot can be developed and used as part of a therapeutic intervention for children with autism spectrum disorders (ASD), children who have severe deficits in turn-taking, joint-attention, play, imitation, and self-initiated behavior. This work is focused on robots whose behavior encourages, facilitates, and trains social behavior in children with ASD through embodied social interaction. The contributions of this work include an interaction structure for a robot-assisted intervention, a socially assistive robot control architecture, and domain-relevant validation metrics of the robot’s intervention based on behavioral diagnostic benchmarks. Children with ASD typically respond better, socially and intellectually, to computers and robots than to humans in similar contexts. It has also been observed that robots can provoke social behavior in otherwise asocial children with ASD. This work describes a human-robot interaction structure based on the ADOS evaluation, a methodology for designing socially assistive robot systems that encourage, through social interaction, an increase in social behavior, is observable through the standard ADOS evaluation (an autism diagnostic tool which observes social behavior). The methodology combines best practices and research methods from psychology and education with current robot sensing, planning, and control methods. A major challenge addressed in this work is the difficultly in constructing a robot system that can recognize, understand, and correctly act upon behavior observed in its user, especially one with special needs. An architecture for such socialization-evoking behavior is presented that addresses the challenges of making an autonomous robot capable of being used as part of a behavior intervention. A key aspect of this work is the examination the role of anthropomorphism in socially assistive robotics. Anthropomorphic robots may provide benefits over non-anthropomorphic robots in both interaction potential vi and range of assistance. However, anthropomorphism has been shown to be unsettling for children with ASD, creating potential problems for use as part of a robot-assisted intervention. This work provides controlled experimental studies that compare an anthropomorphic robot to a non-anthropomorphic robot and to human therapists in similar situations. The described work is validated in human subject studies involving children with ASD and typically developing populations. Each social impairment that the robot is designed to address will be validated separately. Existing psychological evaluation methods are used to assess the social behavior of a child in an experimental setting. In addition, the robot is evaluated in terms of its ability to recognize, understand, and then act upon the actions of its user. The overall effects of this system on the behavior of its user, along with the change in the social behavior of the user when not interacting with the robot is used to validate the hypotheses relating to the therapeutic potential of socially assistive robots for ASD.

Reference: David J. Feil-Seifer, “Socially Assistive Robot-Based Intervention for Children with Autism Spectrum Disorder,” Working Notes IEEE International Conference on Robotics and Automation Workshop on Unifying Characteristics of Research in Human-Robot Interaction, pp. 10-11, Pasadena, CA, May 2008. Retrieved from https://pdfs.semanticscholar.org/b7fb/f63864c35a3ff8a0983a20ad59b3ee3014f7.pdf

Socially Assistive Robot-Based Intervention for Children with Autism Spectrum Disorder (Cho & Ahn, 2016)

Autism spectrum disorder (ASD) is a neurodevelopmental disorders that is characterized by complex behavioral phenotype and deficits in both social and cognitive functions and has been gradually increasing for the past 20 years. However, practically there are some difficulties in diagnosis and treatment due to a limited number of specialist and considerable cost. Emerging technology, especially socially assistive robotics (SAR), has expanded into the evaluation and intervention for children with ASD. SAR refers to a robot that provides assistance to the user in a social interaction setting. SAR becomes a tool that can teach or demonstrate socially desirable behaviors to help children who have trouble expressing themselves to others owing to their underdeveloped communication and social skills as a result of ASD. This paper reviews the use of SAR to assist in the therapy of children with ASD and the extent to which the robots were successful in helping the children in their social, emotional and communication deficits was investigated. The study investigates the different roles that these robots were observed to play with children with ASD by categorizing and the outcome of studies that have been conducted in Korea. Despite the fact that SAR research is still in its formative stages, if rigorous research plans are developed based on clinical usefulness and effectiveness, and if a clinician with specialized knowledge of ASD participates in or evaluates the results of the research, there is the possibility to create a new paradigm for the treatment of ASD.

Reference: Cho, S., & Ahn, D. (2016). Socially Assistive Robotics in Autism Spectrum Disorder. Hanyang Medical Reviews36(1), 17. doi: 10.7599/hmr.2016.36.1.17. Retrieved from https://synapse.koreamed.org/Synapse/Data/PDFData/0130HMR/hmr-36-17.pdf