Abstract:
An interactive, customizable bedding ensemble system, with components constructed from a pants-like design concept that are used in conjunction with each other to form a system whereby parents and children can interact with the bedding ensemble system to educate, stimulate, develop, and train children in a variety of basic skills, and wherein these components incorporate design elements providing options whereby user can continuously customize the appearance of the bedding ensemble system.

Description:
CROSS-REFERENCE TO RELATED APPLICATIONS 
       [0001]    This application claims priority from Provisional Application, Ser. No. 61/404,823 filed Oct. 12, 2010 
     
    
     BACKROUND OF THE INVENTION 
       [0002]    1. Field of the Invention 
         [0003]    The present invention relates to the fields of children&#39;s bed clothes and interactive, development articles for kids. 
         [0004]    2. Description of the Prior Art 
         [0005]    Children have been sleeping in beds for hundreds of years. The bedding for these beds has only served two purposes. The first to make the bed look cute or attractive when made, the second to make the child sleeping in the bed feel comfortable. The task of making the bed after sleeping in it is commonly looked upon as a chore, especially for children. Therefore most beds go unmade except for when guest come to visit or if parents are diligent in requiring their child to make the bed on a daily basis or in fact make it themselves. 
         [0006]    The children&#39;s bedding industry has evolved from simple practical designs with very few choices to an industry saturated with color, patterns and fabric options. In recent years the industry has relied heavily upon licensing to promote sales. Characters from popular animated films as well as comic book action figures are among the most popular targets for licensing. Many children&#39;s room decor are designed with a central theme incorporating the bedding design. Parents spend an enormous amount of money on bedding for their children&#39;s first bed in order to make them feel comfortable and safe when leaving the crib. Children grow up quickly and their interests are constantly changing. The single biggest problem with children&#39;s bedding sets is that they are very age specific; therefore the average child can easily go through four of five different bedding sets by the time they reach the teen years. 
         [0007]    Children reach the age that they no longer sleep in a crib, usually around three years old. This is when they begin sleeping in their first big boy or big girl bed. This is also the time parents begin teaching and training them to begin doing things for themselves, such as dressing, cleaning and picking up their messes, organizing their belongings and developing their personal taste. 
         [0008]    Several blankets have been proposed over the years for providing various types of stimulation for young children. For example, U.S. Pat. No. 4,989,285 by Troncone et al. discloses a dual-layer blanket comprising two sheets of different fabrics connected only about their common peripheries, so that the interior areas of the sheets can slide over one another. This sliding effect, with appropriately chosen fabrics, simulates the tactile response of the amnion lining and amniotic fluid experienced by a fetus in utero. Also U.S. Pat. No. 6,427,265 by Julie Dix is a blanket and pillow which has various sized loops sewn to the edge for the child to interact with and be stimulated. These two articles are limited to use by very young children. Patent  6 , 601 , 250  by Larry Taylor is a bed sheet with pockets for storing a wide variety of objects and items for greater organization in a bedroom. While useful this invention has very little novelty value and is not appealing to children. 
       SUMMARY OF THE INVENTION 
       [0009]    Until the creation of the present invention there has never been a comprehensive bedding system that addresses a multitude of needs of both a child and the parent. Practical needs such as extra places to put toys away or display collectable stuffed animals, as well as educational, developmental, and decorative uses all rolled into one system. 
         [0010]    The unique, novel design and concept of the present invention is attractive to both children and adults alike. Parents are always looking for new educational and developmental tools to inspire their young children and give them a competitive edge in the world. They also go to great lengths to provide a room decor that is stimulating and creates a safe, comfortable environment for their children to thrive. All of these desires are addressed with this new bedding system, which in turn produces a great value to adults in a world where most households rely on the incomes of both parents to make ends meet. 
         [0011]    This new interactive and customizable bedding system has multiple objectives. 
         [0012]    The first two objectives are the same as all previous bedding ensembles, which is to make the bed look cute, and make the child sleeping in the bed feel comfortable. 
         [0013]    The first new and original objective of this bedding system is to serve as a training tool for parents to teach, develop and reinforce basic skills and character traits to their children that they can use for the rest of their life. 
         [0014]    The second new and original objective is to make it possible for kids to have fun when making the bed. 
         [0015]    Another objective is to provide a fun new place for kids to store and display their favorite small toys or collectables. 
         [0016]    It is still another objective of this invention to provide a bedding system that is customizable in a way that extends the life of the desirability of said bedding, which will in turn save families money. 
         [0017]    Yet another objective of this bedding system is to provide a fun activity for parents and children to do together. 
         [0018]    These objectives are attained through the relationship of and interaction with the six components of this bedding ensemble system. They are the pocketed bed skirt, duvet cover with hook strip sewn to three sides, pillow sham with hook strip sewn to two sides, matching throw pillow and window dressing, and embellishment kit (kit includes but is not limited to embroideries, two-sided belts, rhinestone appliqués, decorative interchangeable trims, mini ironing board). The six components of this revolutionary bedding system can be made from numerous types of fabric and materials, and all but the items of the embellishment kit are cut from a pattern and sewn together using the same machines and techniques used for making jeans. 
         [0019]    Children can interact with this bedding system in many ways. Through this interaction they can develop dexterity, motor skills, learn to spell, identify objects, and be introduced to traits and concepts that will help them become independent, productive adults some day. They can also develop creative skills, individual taste, and self confidence. By practicing threading two-sided belts through the belt loops sewn on the bed skirt, and zipping the zippers up and down, a small child can develop the dexterity and motor skills needed to dress themselves as well as perform other simple task. The bed skirt is also a great tool for parents to teach their kids good habits such as putting toys away, keeping their room tidy, as well as organization and educational skills. 
         [0020]    The task of attaching the decorative interchangeable trim pieces to the duvet cover and pillow sham is a great way for children to learn eye-hand coordination, patience and concentration skills. With unlimited trims available to use as part of this simple system, kids can change the look of their bedding whenever they want by easily changing the trims. This system also provides a way for parents to easily remove fragile and expensive trims during washing, to prevent damage to the trim. 
         [0021]    Embroidery patches in the shape of animals, letters, numbers, as well as many other categories can be used in conjunction with hook and loop dots so that kids can decorate the bedding ensemble and parents can use them to teach kids to identify these items while decorating. 
         [0022]    This combination of interactive tasks, and customizable features, engages children with their bedding in a new way never before accomplished by any other bedding ensemble. Children can develop a sense of pride, and a relationship with their bedding that will help parents train them to make their bed on their own. One could even go as far to say that with this bedding ensemble on your bed, making the bed can be fun! 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0023]      FIG. 1  is a perspective view of six components of the interactive bedding system, duvet cover, sham, throw pillow, pocketed bed skirt, interchangeable decorative trim, two-sided belts, embroideries placed on bed, peacock rhinestone appliqué, window dressing with hook strip sewn to bottom edge of curtain valence and drapes. 
           [0024]      FIG. 2  is a top view of duvet cover, with interchangeable decorative trim attached. 
           [0025]      FIG. 3  is a top view of duvet cover, with hook strip sewn to the edge of three sides, and underside of interchangeable trim, revealing sticky back loop strip. 
           [0026]      FIG. 4A  is a front view of pillow sham, with interchangeable trim attached. 
           [0027]      FIG. 4B  is a front view of pillow sham without trim, exposing hook strip sewn to two sides. 
           [0028]      FIG. 5A  is a front view of throw pillow with flower rhinestones and butterfly embroideries. 
           [0029]      FIG. 5B  is a back view of throw pillow with rhinestones ironed to back pockets. 
           [0030]      FIG. 6A  is a side view of pocketed bed skirt showing pockets, zippers, belt loops, and two-sided belt. 
           [0031]      FIG. 6B  is a perspective view of the pocketed bed skirt with two-sided belt, embroidery patches 
           [0032]      FIG. 7  is a front view of three samples of rhinestone appliqués, horse head, peacock and musical notes, that are available for the embellishment kit. 
           [0033]      FIG. 8  is a front view of two samples of embroidery patches, jungle animals, puppies that are available for the embellishment kit. 
           [0034]      FIG. 9  is a perspective view of two samples of two-sided belts, animal prints, plaid &amp; dots, that are available for the embellishment kit. 
           [0035]      FIG. 10A  is a view of the front side of three samples of decorative trim strips available for the embellishment kit. 
           [0036]      FIG. 10B  is a view of the back side of the three samples of decorative interchangeable trim strips that are depicted in  FIG. 10A  revealing sticky back loop strip. 
       
    
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS 
       [0037]    There has thus been outlined, rather broadly, the more important features of the invention in order that the detailed description thereof that follows may be better understood, and in order that the present contribution to the art may be better appreciated. There are additional features of the invention that will be described hereinafter and which will form the subject matter of the claims appended hereto. In this respect, before explaining at least one embodiment of the invention in detail, it is to be understood that the invention is not limited in its application to the details of construction and to the arrangements of the components set forth in the following description or illustrated in the drawings. The invention is capable of other embodiments and of being practiced and carried out in various ways. Also, it is to be understood that the phraseology and terminology employed herein are for the purpose of description and should not be regarded as limiting. 
         [0038]    As such, those skilled in the art will appreciate that the conception, upon which this disclosure is based, may readily be utilized as a basis for the designing of other structures, methods and systems for carrying out the several purposes of the present invention. It is important, therefore, that the claims be regarded as including such equivalent constructions insofar as they do not depart from the spirit and scope of the present invention. 
         [0039]    Further, the purpose of the foregoing abstract is to enable the U.S. Patent and Trademark Office and the public generally, and especially the scientists, engineers and practitioners in the art who are not familiar with patent or legal terms or phraseology, to determine quickly from a cursory inspection the nature and essence of the technical disclosure of the application. The abstract is neither intended to define the invention of the application, which is measured by the claims, nor is it intended to be limiting as to the scope of the invention in any way. 
         [0040]    Turning now to  FIG. 1  thru  FIG. 10 , the preferred embodiments of this interactive bedding system for children, according to the present invention will now be given. The options and choices for users of this innovative bedding ensemble begin at purchase. Depending on the age of the child that the bedding is for, the child can be involved in all of these choices at any time along the process. The components of the ensemble system will be available in many colors and patterns. The colors to be offered to the public have been carefully selected with the intention that they are colors that look good together. This makes it possible for the consumer to mix and match the colors of the components. The six components of the present inventions will now be described. 
         [0041]    1. bed skirt component comprises a vertically extending drop portion  4 , that is sewn to three edges of a rectangular shaped flat portion of material  15 , that is dimensioned to horizontally overlay a box spring. Said vertically extending drop portion extends along the vertical face of two sides and foot end of box spring and is dimensioned to extend down to a point touching or slightly above the floor. The drop portion  4  is cut from a pants pattern. The pants pattern used to make drop portion comprises buttons, rivets, zippers  14 , and pattern pieces to create belt loops  13 , front and back pockets  12 , and fabric shapes that can all be sewn together using the same machines and techniques use to make jeans. The pockets  12  provide children with a great new fun place to store and display their small collectables or toys such as stuffed animals, action figures, or any other small toy that usually ends up on the bottom of a toy box. The plurality of belt loops  13  sewn to the upper most edge of the drop serve as the means for installing any of the two-sided belts  7 ,  20 ,  21  provided in the embellishment kit. 
         [0042]    2. duvet cover  1 , is comprised of two rectangular pieces of material sewn together on three sides of a common periphery. The top material should be the same material as the bed skirt, preferably denim; the bottom material is 200 or greater thread count sheeting. The non sewn side of the duvet cover is the opening to insert comforter and is placed at the head of the bed. A ⅜″ wide hook strip  10  is sewn with double stitching to the edge of the three sewn sides of the duvet cover. Depicted in  FIG. 3  this hook strip  10  is used as a fastening device for the interchangeable decorative trim  5  that have had loop strip  11  fitted to the underside.  FIG. 2  shows a top view of the duvet cover  1  with interchangeable trim  5  attached. 
         [0043]    3. Pillow sham  2  is comprised of two rectangular pieces of material, preferably denim, sewn together on four sides of a common periphery. The bottom piece of material has an opening in the middle that a pillow can be inserted into. Referring to  FIG. 4B , the left and right sides of sham have ⅜″ hook strip  10  sewn to the edge while the top and bottom edge do not. This hook strip  10  is used as a fastening device for items included in the embellishment kit.  FIG. 4A  depicts the front surface of the sham  2  with interchangeable trim  5  attached. 
         [0044]    4. Throw pillow  3  is comprised of a decorative pillow cover element and a separate stuffed pillow element. The decorative pillow cover element is designed similar to the drop portion of the bed skirt  4 , and is also cut from a pants pattern containing rivets, buttons, zipper  14 , pattern pieces to create pockets  12 , belt loops  13 , etc. and sewn together using the machines and techniques used for making jeans. The pillow cover has a zipper sewn into the top edge which provides an opening to insert a stuffed pillow and to remove said stuff pillow for washing of the pillow cover. The throw pillow functions as a decorative element in the ensemble yet can be used in the same manner as the bed skirt.  FIG. 5A  depicts the front surface of a throw pillow on which flower rhinestones have been ironed and the back surface is depicted in  FIG. 5B . 
         [0045]    5. Window dressing  9  is comprised of a valence portion and two drape portions. The valence portion is cut from a pants pattern and sewn together in the same manner as previously described for the drop portion of bed skirt  4  and throw pillow  3 . The valence construction is identical to the drop portion of the bed skirt, complete with buttons, rivets, zippers, pockets and belt loops. It is hung by sliding the hanging rod through the belt loops sewn to the top edge of the valence. The two drapes have a rod loop sewn into the top edge for hanging. A ⅜″ hook strip  10  is sewn with double stitching to the bottom edge of the valence and the bottom edge of each drape. This hook strip  10  is also used as a fastening devise for the interchangeable trims and other items from the embellishment kit. 
         [0046]    6. Embellishment kit is customized by each user to meet his or her individual taste or interest. The elements with which the embellishment kit is comprised are, but not limited to, rhinestone appliqués, embroideries, two-sided belts and decorative trim strips. These elements are provided in many different designs and options for user to choose from to build their kit. These elements are used to customize the ensemble to the individual taste of the user and serve as training tools. 
         [0047]    These elements of the embellishment kit are further described: 
         [0048]    A. The rhinestones appliqués are comprised of many different shapes and colors of rhinestones that are affixed to the surface of a special heat resistant plastic. These rhinestones are arranged on the special plastic in such a way as to form a recognizable image.  FIG. 7  depicts three of the many different images available. The horse head  16 , musical notes  17 , and the peacock  8  are examples of the unlimited number of images that are available for the user to select from. The undersides of the rhinestones are filled with special fabric glue. They can be attached to most surfaces of the components of the bedding ensemble by heat transfer with a household iron. The iron is preheated to its highest setting. The rhinestone appliqué is placed on the bedding with the glue side facing the fabric, in the location it is to be permanently attached. Iron is pressed onto appliqué for eight seconds, iron is removed and appliqué allowed cooling. Special plastic is then peeled away. Young children should not be allowed to do this task. 
         [0049]    B. The interchangeable decorative trim pieces offered for the embellishment kit are comprised of a multitude of different trim styles. Jacquards, ribbons, beaded, lace, embroidered, and many more types of trim can be used. The only requirement is that the trim must have a width of at least ½″. The reason for this is that the interchangeable trim must be wide enough to cover the ⅜″ hook strip that it will be attached to.  FIG. 10A  depicts the front side of a ribbon lace  22 , beaded jacquard  23 , and castle pattern jacquard  24 , three of the many different styles of trims available for the embellishment kit. The trim strips are fitted with a ¼″ sticky back loop strip. This ¼″ loop strip has rubber based adhesive and is stuck to the back side of the trim piece by human hand. The loop strips are attached by adhesive as opposed to stitching to prevent interference with the decorative patterns on the front side of the trim. Rubber based adhesive is used to insure a secure bond between the back side of the trim piece and the loop strip. After a 24 hour curing time the bond becomes semi-permanent.  FIG. 10B  depicts the back side of the trim strips  22 ,  23 ,  24  shown in  FIG. 10A  and reveals the ¼″ sticky back loop strip  11  attached. 
         [0050]    The ¼″ width and hand application of the sticky back loop strip to the back side of the trim piece make it possible for any trim on the market that is at least ½″ in width to be used. This hook and loop fastening system gives the consumer unlimited options to customize the bedding and allows for the removal of delicate and expensive trims when it is time to wash the duvet cover, pillow sham or window dressing. The trim strips have been cut into eight separate pieces. The length of three of the trim pieces have been cut to the same lengths as the three sides of the duvet cover with hook strip sewn on. The length of two of the trim pieces have been cut to the same length as the two sides of the pillow sham that have hook strip sewn to the edge. The last three pieces have been cut to the same length as the bottom edge of the curtain valence and two drapes that have hook strip sewn to the edge. Installing and changing the trim is so easy even a child can do it. Younger children can improve dexterity and concentration skills as well as develop patience and perseverance by learning how to install the trim. When properly installed the hook &amp; loop fastening system is completely concealed. 
         [0051]    C. The embroidery categories offered to the user for selection to their custom embellishment kit are limitless. Categories include but are not limited to letters, numbers and shapes, jungle animals  18 , puppies  19 , dinosaurs, planets, bugs, fish and many more. The embroideries are made with many different materials using modern embroidery machines that are computerized, which allows any picture or drawing to be converted into an embroidery. These embroideries have a loop dot stuck to the back side with rubber based adhesive. The embroideries with loop dot on the back can be attached to the hook strip  10  that is sewn to the duvet cover, pillow sham or window dressing, or use corresponding hook dot to place embroidery at any location on bedding they want. Consumer can do this as a decorative alternative to the interchangeable trim strips, or to convert the side of the bed into a bulletin board that parents can use to teach their kids to spell or practice identifying animals and other objects. 
         [0052]    D. The Two-sided belts offered to the user for selection to their custom embellishment kit are numerous. These two-sided belts are comprised of two rectangular pieces of material with contrasting patterns sewn together on four sides of a common periphery. The approximate dimensions of this material is 2″ in width and varying lengths of 54″ 60″ and 75″.  FIG. 9  depicts a cheetah-tiger print design  20 , and a plaid-polka dot design  21 . The bedding ensemble system of  FIG. 1  is sporting a studded belt  7  that is a different color on each side. This double pattern construction allows for user to have the option of exposing either side of the belt. The belts are used as a decorative element to the bed skirt, window dressing, and throw pillow. This is accomplished by simply threading the belt with selected side exposed, through the belt loops sewn to previously said components. User can change the look of the bedding ensemble system by simply flipping the belt over. This task of applying the belts to the bedding ensemble is a great way to develop the dexterity in the young fingers of children. It is also creatively stimulating, and helps develop a bond and sense of pride in a child which in turn can inspire them to keep their bed made. 
         [0053]    E. Custom ironing board with telescoping legs stands 14″ with legs retracted and 22″ at full extension. It has an iron surface of 15″×20″. It is used to iron out the wrinkles in the bed skirt as well as to iron on the rhinestone appliqués. The telescoping legs make it possible to use it on beds of varying heights. 
         [0054]    The steps to use this interactive customizable bedding system will now be described: 
         [0055]    The first step in this interactive, customizable bedding ensemble system is to select the colors of bedding components and window dressing. The colors of these components offered to the user have been selected with the intent that they are colors and patterns that look good together. This allows the user to mix and match the colors of the components. For example the user can select a pink duvet cover, with a turquoise bed skirt, turquoise pillow sham, pink stuff pillow and turquoise window dressing. Another option would be a magenta duvet cover with a pink bed skirt, pink pillow sham, magenta stuff pillow and a magenta window dressing. The color and pattern combinations are numerous and these options allow the user to get creative, and cater to the child&#39;s individual taste. This color selection of five of the six base components is the first step of the process. 
         [0056]    The next step is to customize the embellishment kit. This is a fun step that kids love. They can choose from a wide assortment of rhinestone appliqués, embroideries, two-sided belts and interchangeable decorative trims to name a few.  FIG. 7  thru  FIG. 10  shows a few of the many samples available. This is another step that stimulates the creativity in kids and helps them discover their individuality. Kids can collect and trade the elements of the embellishment kit. 
         [0057]    Once all of the components have been selected the next step is to iron on any rhinestone appliqués user selects. If user does not desire rhinestones this step is skipped. Rhinestones can be ironed on by merchant before user takes bedding home, or user can iron on rhinestones themselves at home. This step should only be attempted at home by kids  12  or older with adult supervision, and only by people with advanced ironing skills. Whether this is done by merchant or by user at home it is best to set the bed skirt up on a bed first in order to iron out wrinkles. Attempting to iron bed skirt on a standard ironing board is very difficult to do because of its size. It is easier to do after setting up the bed skirt onto a bed and using the custom ironing board with telescoping legs, designed specifically for this purpose. This is done in the traditional manner of placing bed skirt on to the box spring with the drop portion hanging over the edge of the box spring and resting at floor level. Before ironing on the rhinestones, the creases in the drop must be ironed out. The specially made ironing board sits on four legs, is 14 inches tall with legs retracted and 22 inches at full extension, with an ironing surface of 15″×20″. The telescoping legs allow this custom ironing board to be used for beds that sit at different height. User starts at the head of the bed lifting the bed skirt up and sliding the ironing board underneath. With this custom ironing board user can start at the head of the bed, iron a section 20″ wide at a time and work their way around the bed ironing the wrinkles out of the drop in less than 10 minutes. Once the wrinkles are removed user can select areas to iron on rhinestones. The best places to iron rhinestones on to the bed skirt are the back pockets. Any area selected should be flat and not on a seam. The ironing board should be placed under the section of bed skirt to receive the appliqué. 
         [0058]    The appliqué is placed on the bed skirt with the plastic paper side up. The iron is preheated to high and placed directly on to the appliqué paper. User should try to cover the entire appliqué with one attempt. If the appliqué is too large divide it into two sections. Place the iron onto the first section for eight seconds then move directly to the second section for eight seconds. This process heats the glue on the back of the rhinestones. While appliqué is cooling it should be rubbed gently with a soft cloth which helps to press the rhinestones against the fabric. After it is cool the plastic paper is peeled away. The rest of the bedding components should be ironed and rhinestones appliqués attached in the same method as just described but using a standard ironing board. Once these components are ironed, they are ready to be placed on bed the in the traditional manner as shown in  FIG. 1 . This figure depicts a bedding ensemble system with a peacock rhinestone appliqué  8  ironed on to the corner of duvet and a throw pillow  3  with flower rhinestone appliqués ironed on to the front side. 
         [0059]    The next step is to decorate the ensemble with the rest of the items from the embellishment kit. Parents should perform this activity with their young children. Older children can do it with their friends. The child should be allowed to choose which trim kit to use, which two-sided belts to install, and which embroidery characters to decorate the bedding with. This can be creatively stimulating for the child, give them a sense of their own individualism, and the actual task of installing the embellishments trains their dexterity, hones concentration skills, builds their self-confidence and enhances their creativity. 
         [0060]    The next embellishment to select and install should be the two-sided belts, for the bed skirt. It requires three of these two-sided belts to get completely around the three sides of the bed skirt. First the child must select which side of two-sided belt to have exposed. Next, starting at one corner of the foot of the bed begin threading belt no.  1  through the belt loops  13  sewn to the top edge of the bed skirt. This step is repeated on the opposite side of the bed with belt no.  2 . Next belt no.  3  which is shorter than belts  1  and  2 , should be threaded through the remaining belt loops at the foot of the bed. This activity of threading the belts through the belt loops, as well as playing with the zippers  11  and snaps on the bed skirt is one of the excellent ways younger children can develop the dexterity in their hands needed to begin dressing themselves and perform other useful task on their own. 
         [0061]    The next step is to select and install a decorative interchangeable trim from the embellishment kit.  FIG. 10A  displays three samples of the many choices available. The decorative interchangeable trims are attached to the bedding components via the hook and loop system previously described. The task of installing the decorative trim is slightly more advanced than that of the belts and may be more difficult for younger children. This is an opportunity for parents to encourage teamwork among siblings, or for parents to help themselves. It is also another excellent activity that develops dexterity as well as concentration skills, patience and perseverance. If the simple directions are followed, the interchangeable trim can be attached in such a way that the hook and loop system is undetectable. It is suggested to attach the trim to the pillow sham first as a practice or warm up for the duvet cover. The bedding trim kit is first removed from the embellishment kit. Two short trim pieces approximately 20″ long  FIG. 4A ;  5  are provided for the pillow sham. After the sham is filled with the correct sized pillow, the user can attach the decorative trim. Using two hands, and starting at one corner, the trim is attached a few inches at a time. Attention must be paid to completely cover hook strip with interchangeable trim, as well as attaching the trim evenly and flatly against the hook strip. Children can practice with these two short pieces on the sham before attempting the duvet cover. Prior to attaching the decorative trim to the duvet cover, the user should first check the positioning of the duvet cover on the mattress. The duvet cover should be placed evenly over the mattress. The three sides that overhang the top edge of the mattress should fall evenly around the vertical face of the mattress with the hook strip edge resting just above the top edge of the belts that have been previously installed on the bed skirt. Once the duvet cover is evenly aligned, a small amount of attention should be placed on the two corners at the foot of the bed. The natural fold that occurs at the corners of the duvet cover over-hanging the mattress at the foot of the bed, should be manipulated by hand into the naturally occurring bugle shape. This look is demonstrated in  FIG. 1 ;  1   a.  The duvet cover is now in the correct position to aide in the ease of trim installation, and to insure the intended finished appearance. Next the user should lay the three interchangeable trim pieces for the duvet on the floor around the bed, with the two long pieces along the sides of the bed and the one shorter piece along the end of the bed. The three pieces should be put flatly and tangle free on the floor directly adjacent to the bottom edge of the bed skirt drop. This will help child from getting tangled in the trim as they work their way around the bed. Installation should begin at the foot of the bed. It doesn&#39;t matter which side you begin, but user should start on one of the long sides first, and then move to the opposite long side next, leaving the foot of the bed for last. Older and more developed children should be able to perform the trim installation by them self. If assistance is needed, a sibling, friend or parent should only help to hold the trim in place ahead of the child, while the child works his way around the bed pressing the trim onto the hook strip sewn to the edge of the duvet cover a few inches at a time. Holding the trim in two hands, with the end of the trim aligned to the corner of the bugled fold, user begins pressing the trim against the hook strip a few inches at a time. User should maintain the bugle shape of the corner, as they begin attaching the trim following the curve. Attention should be placed on completely covering the hook strip with the trim as it is attached. User should also pay attention to attaching trim evenly and flatly to the hook strip. This is easily accomplished by only trying to attach a few inches at a time. Upon completion of the first long side, the opposite long side is attached next in the same manner. The short side at the foot of the bed is installed last. When properly installed the hook and loop fastening system is virtually undetectable. This activity trains the Childs dexterity and concentration skills, and can also be used by parents to encourage teamwork, patience, perseverance, and to develop creativity in their children. 
         [0062]    Certain users may be ready for a nap at this point, but if not the next step is to embellish the ensemble with embroideries. User has the choice to either iron on the embroidery to make a permanent attachment, or to affix the embroidery via hook and loop dots. If the permanent method is preferred, the ironing board with telescoping legs should be used again. Hook and loop dots are suggested. The hook and loop dots are sticky back and should be made with rubber based glue. When using the hook and loop dots, user should stick the hook dots to the ensemble and stick the loop dots to the embroideries. If the child likes dinosaurs, he or she can stick dinosaur embroideries anywhere on the bedding that they want. Embroideries are available in numerous categories such as flowers, bugs, jungle animals  FIG. 8 ;  18  puppies  FIG. 8 ;  19 , letters  FIG. 1 ;  6  and numbers, to name a few. By using the hook and loop dots, to adhere the embroideries, they can be interchanged at any whim. As the child grows older or gets new interest, they can change the embroideries to match their age or interest. Parents can also use the embroideries to teach kids to spell and identify objects. 
         [0063]    The next step and fun activity is for users to decide what to put into the pockets  12  of their bed skirt. Items that children collect such as stuffed animals, action figures, matchbox cars or any of the small toys that usually wind up on the bottom of the toy box are great choices. Parents can use this activity to teach, and reinforce concepts to their kids like picking up after themselves, to be neat and organized, and to put things back where they belong after using or playing with it. 
         [0064]    The last step in the process is to install the window dressing  9 . This is done by first ironing and then laying the valence out flat on the ground. Next the two-sided belt is threaded through the belt loops  13  with the side that matches the side exposed on the bed skirt belts. Once the belt is in, the curtain rod is slid through the loops behind the belt so that the rod is hidden by the belt. Once the hooks provided with rod have been attached to the wall on either side of the top portion of the window, the valence can be hung. The drapes are hung by sliding the rod through the rod pocket sewn on the top edge. The two drapes are hung from the same rod and installed directly under the bottom edge of the valence. The interchangeable trim is then installed on the valence using the same techniques as the duvet cover. Parents or older children will have to install the trim to the valence. Filling the pockets of the curtain and embellishing with embroideries by younger kids should be done prior to hanging valence. 
         [0065]    As to a further discussion of the manner of usage and operation of the present invention, the same should be apparent from the above description. Accordingly, no further discussion relating to the manner of usage and operation will be provided. 
         [0000]    With respect to the above description then, it is to be realized that the optimum dimensional relationships for the parts of the invention, to include variations in size, materials, shape, form, function and manner of operation, assembly and use, are deemed readily apparent and obvious to one skilled in the art, and all equivalent relationships to those illustrated in the drawings and described in the specification are intended to be encompassed by the present invention.
 
Therefore, the foregoing is considered as illustrative only of the principles of the invention. Further, since numerous modifications and changes will readily occur to those skilled in the art, it is not desired to limit the invention to the exact construction and operation shown and described, and accordingly, all suitable modifications and equivalents may be resorted to, falling within the scope of the invention.