After three decades of inspiring children to experiment, build and question the world around them, 4M looks at what comes next for STEM play.
Long before STEM became one of the toy industry’s biggest buzzwords, 4M was already getting children to dig for dinosaurs, grow crystals and discover how the world works through play. More than 30 years and thousands of ideas later, that same spirit of discovery continues to drive the Hong Kong-born company.
Founder Rance Chu speaks to The Toy Universe about the ideas, experiences and enduring curiosity that have shaped 4M along the way.
4M has been creating science toys for decades and some classic experiments continue to resonate with children generation after generation. Why do you think these experiences have such staying power?
Children are naturally curious. If a toy connects with a subject that genuinely interests them, it can remain relevant generation after generation.
At 4M, we often say: dinosaurs never become extinct – at least not in children’s imaginations. Around 20 years ago, we pioneered dinosaur digging kits, which later became a category of their own. Digging, discovering and uncovering a fossil taps directly into children’s enduring fascination with dinosaurs.
The same applies to space, volcanoes, crystals, robotics and nature. These themes connect with big questions children naturally ask: What happened before us? What is out there? How does the world work? When a toy allows children to explore those questions through play, it can stay meaningful for many years.
Have children’s expectations of science toys changed over the years? Are there things that would excite a child today that wouldn’t have been as important 10 or 20 years ago?
Children’s expectations have definitely changed. Today they are surrounded by digital entertainment, fast feedback and strong visual storytelling, so a science toy has to work harder to capture attention quickly.
That does not mean every toy needs to be digital. Children still respond very strongly to hands-on play, but they expect the experience to feel rewarding from the beginning. Children and parents look for good design, clear instructions, attractive packaging and a final result they can feel proud of – something they can display, use, wear, share or show to their family. These are experiences a phone simply cannot replicate.
Children are also more aware of big subjects such as the environment, robotics, space, coding and artificial intelligence. They hear about these topics at school and in everyday life, so toys that connect with the world around them feel especially relevant. This also gives us a wider scope for design and product development.
Children are growing up surrounded by screens, technology and now AI. Do you think that makes hands-on experimentation more important than it was before?
Absolutely. Screens, digital tools and AI can be powerful learning resources, but hands-on experimentation develops a different set of skills.
It teaches patience – something many parents are increasingly concerned about in a world of very short-form digital content – as well as trial and error, observation, problem-solving, focus and fine motor skills. Children learn by touching real materials, measuring, building, testing, making mistakes and trying again. They realise that not everything happens instantly.
AI can provide information very quickly, but children still need to know how to ask good questions, test ideas and think critically. Hands-on STEM play turns them from passive consumers of information into active investigators.
Even coding, AI and other intangible technologies ultimately connect back to the physical world. Coding may control robotic automation, but understanding the engineering, mechanisms and physical principles behind these technologies remains important. These outputs affect how we live, build, create and solve real problems.
STEM has become one of the most widely used terms in the toy industry. What separates a genuinely educational STEM toy from a product that simply carries the STEM label?
For us, a genuine STEM toy is not only about teaching a scientific principle. More importantly, it should inspire a child to become interested in science.
A good STEM toy creates a moment of discovery. It may introduce children to magnetism, mechanics, chemistry, electricity, biology, engineering or design, but the learning must come through play. The child should be able to see, touch, build, test or create something – and naturally ask, “Why did that happen?” or “What if I try it another way?”
The role of a toy is not to replace school or formal teaching. Its role is to inspire children to observe, question and experiment. If a child finishes a kit feeling more curious about science, nature, design or engineering than before, then the toy has achieved something meaningful.
How does 4M balance learning with the ‘wow factor’ that appeals to children?
At 4M, the “wow factor” always comes first because, ultimately, we are making toys. A product must be fun and exciting for children before it can become truly educational.
Our role is to connect that fun with a meaningful STEM or creative concept. The wow factor might be visual, such as a crystal forming or a robot moving; surprising, like potatoes generating electricity to power a clock; functional, like building something that really works; or creative, where the child makes something personal and unique. The key is that the child feels rewarded for taking part.
We never want a STEM toy to feel like homework. Children should enjoy the activity first, then realise along the way that they have learned, discovered or been inspired by something. When a product achieves both, it has much more lasting value.
There are thousands of scientific principles you could potentially turn into a toy. What makes the 4M team look at one and think, “there’s a product here”?
We look for science concepts that can create a fun, surprising or inspiring play experience. We also consider whether the idea can be explained simply without losing its excitement or educational value.
Some scientific principles are fascinating but too complex, fragile or difficult to turn into a practical activity. A good STEM product needs to be achievable for the child, age-appropriate, practical for families and suitable for retail.
Most importantly, we ask whether it will spark curiosity. If an idea makes children want to know more, then we know there may be a product there.
We’re seeing science and creative play moving in two interesting directions – larger, more immersive kits at one end and smaller, accessible activities at the other. Are you seeing demand growing at both ends of the market?
Yes, and each format serves a different need.
Larger kits offer a deeper, more immersive experience, often with multiple activities or a bigger final result. They are popular for gifting and home learning. Educators sometimes purchase them in bulk for classroom teaching and hands-on activities.
At the same time, smaller formats are increasingly important. Parents and gift-givers are looking for affordable activities that are easy to understand and fit into daily life. They can work well as impulse purchases, travel activities, party gifts or quick weekend projects.
Both formats suit different buying channels, occasions and consumer needs. Regardless of size, the quality of the experience must remain strong: a compact kit can still deliver a genuine moment of discovery, while a larger kit needs to remain accessible, well-structured and fun.
4M has recently introduced smaller formats such as Craft To Go. Is this move towards compact, portable activities something we’re likely to see extend into other areas of the 4M portfolio?
Definitely. Families today are busy, and play often happens in shorter windows of time. Products that are easy to pick up, complete and take anywhere can be very appealing.
Craft To Go is a good example because it offers creativity in a convenient format, and we see opportunities to apply similar thinking to other parts of the portfolio, including science and discovery activities.
The key is not simply to make products smaller. The activity still has to feel complete and rewarding. If we can deliver that in a portable format, it opens up many possibilities.
When it comes to sustainability, do you see an opportunity for toy companies to go beyond how a product is manufactured and actually help children understand environmental challenges through play?
Yes, and I think that is a very important opportunity. 4M has been working in this area for nearly 20 years, starting with our award-winning Green Science series, which explores alternative energy, weather science, clean water, recycling and upcycling.
Sustainability in toys is often discussed in terms of materials, packaging and manufacturing, but toys themselves can also help children understand the ideas behind it. Through play, they can explore recycling, renewable energy, weather, oceans, plant growth and conservation. These subjects can sometimes feel very big or worrying, but a hands-on activity can make them understandable and empowering.
Our aim is to inspire children to see that science and creativity can be part of the solution. If a child builds a solar-powered rover or learns how clean water can be conserved, they begin to understand environmental challenges in a practical way – while still having fun.
Looking ahead to 2027, what trends or changes do you think will have the biggest influence on STEM toys?
One is the continued importance of screen-free, hands-on play. As digital technology becomes more present in children’s lives, parents will continue to value activities that encourage practical skills, focus, creativity and parent-child bonding.
Another is the connection between STEM and real-world issues. Sustainability, renewable energy, robotics, space, coding and artificial intelligence will continue to shape children’s interests. The challenge is making these subjects age-appropriate, playful and connected to the physical world – rather than creating another screen-based experience.
We also expect greater blending of categories, with STEM increasingly overlapping with art, craft, design and creative thinking. This STEAM approach has always been important to 4M. For us, the “A” is not only about art; it is also about creativity and, more importantly, humanity.
Many toys place children in wonderful imaginary worlds, which are important for their development. Our approach is slightly different: we focus on connecting children with the real world, helping them notice everyday things and understand how they relate to science, design and creativity. With that connection, a toy is no longer just a “piece of plastic”. It has meaning and a place in the child’s understanding of the world.
Are there particular areas of science, technology, engineering or art & craft that you think are currently underrepresented in the toy aisle but have significant potential?
There is still a lot of potential in environmental and life science. Children are naturally curious about nature, animals, plants, oceans and the planet, and these areas can be developed further in ways that are hands-on, hopeful and inspiring.
Engineering can also be more connected to everyday life. Beyond building robots or machines, children can learn by understanding bridges, structures, movement, energy and simple mechanical systems, such as a vending machine.
In art and craft, we see opportunities around personalisation and design thinking. Children like to make things that reflect their own identity. Combining creativity with problem-solving – choosing materials, planning a design, testing an idea and improving the result – can be a very valuable form of learning.
Can you give The Toy Universe readers an early glimpse of anything they haven’t seen from 4M yet?
Without revealing too much too early, readers can expect continued development in compact activity formats, as well as new ideas connecting STEM with creativity and real-world themes.
We are also particularly interested in maker-style products for older children and young makers. Many children who enjoyed 4M products when they were young are now looking for more sophisticated kits as they grow older. This gives us an opportunity to continue serving the same customer base with products that match their developing skills and interests.
What remains consistent is our focus on giving children – or children at heart – a moment of achievement: something they can build, create or observe and then proudly say, “I made this” or “I discovered this.”
After so many years of developing science products for children, what still excites you about this category?
What still excites me is that children never stop being curious. Every generation asks questions, experiments and discovers the world in its own way, and there are still so many ideas we can develop within this category.
Science toys also have a special ability to create lasting memories. Many adults remember the first experiment they tried as a child, or the first model they built that actually worked. To be part of that experience for a new generation is very rewarding.
The category is constantly evolving. New technologies, environmental challenges and ways of learning create fresh opportunities. But at the centre of it all is something timeless: the joy of discovery.
I’d like to end with something one of our Sales Managers, Olivier, once said: “It’s amazing that I grew up playing with 4M toys, and now I am selling them.” This has happened with quite a few of our business associates who also grew up playing with our products. It creates a very strong emotional connection and shows that 4M has left its mark on past generations. We look forward to continuing to have a positive influence on generations to come.
4M is distributed in Australia by Johnco
This article also appeared in Edition 22 of The Toy Universe Magazine
