Abstract:
An apparatus which can be operated in one of two modes. The apparatus has a plurality of legs, a processor, at least one electronic motor controlled by the processor, a plurality of mechanical gears coupled to the at least one electronic motor, the plurality of mechanical gears are configured to adjust a length of the at least one leg wherein a point on a surface of the apparatus can be adjusted in height. The plurality of legs can be adjusted in length to slant the surface of the apparatus at an angle or to vary a height of the surface of the apparatus. The two modes may include an upside down mode wherein the apparatus is configured to operate as a toddler gym or a right side up mode where the apparatus is configured to operates as the table.

Description:
CROSS REFERENCE TO RELATED APPLICATIONS  
       [0001]    This application is a continuation of application Ser. No. 13/110,037, filed May 18, 2011, entitled “Apparatus and Method to Improve Toddler&#39;s Steps and Mobility” which is invented by all of the inventors as the present application and is incorporated herein by reference in their entireties. 
     
    
     BACKGROUND OF THE INVENTION  
       [0002]    Any child that transitions from a crawling position to one towering on two feet is beginning to understand the art of walking. Children start to learn how to walk anywhere between 8 to 14 months. In the process of this learning, the walking is unsteady and the child toddles. A toddler is a young child ranging in age from 10 months to 24 months. 
         [0003]    The transition from crawling to walking is filled with mishaps, errors, poor judgment and poor foot placement that cause the toddler to fall onto the ground. At the same time, the transition must be exciting and exhilarating since the toddler never gives up in their determination to walk. There is a driving sprit in the toddler to master the art of walking. 
         [0004]    A number of the toddlers require a “grip” to hold onto while they are learning to stand erect and walk. A grip is defined as a physical structure that has characteristics that allow the small hands of a toddler to grab, hold, or support themselves before they have a chance to fall. The toddlers begin to start taking steps and use this grip to maintain their balance as they begin mastering the art of walking. 
         [0005]    One grip can be the finger of a parent. The toddler wraps their fingers around the finger of a parent to stand erect. This is probably the best loving grip for the toddler to use while learning to walk. As the toddler moves, the grip moves with the toddler. The toddler develops a strong dependence that the grip is always going to be there, allowing the toddler to concentrate more on the art of walking. 
         [0006]    A recent report printed 20 Jan. 2010 in the Journal Of Neurophysiology entitled “Kinematic Strategies in Newly Walking Toddlers Stepping Over Different Support Surfaces”, by Dominici et al. indicates that “ . . . in each toddler we tried to implement unsupported stepping over an obstacle in such a way that an experimenter initially held the toddler by hand and tried to leave the toddler&#39;s hand while approaching the obstacle. In all such trials, toddlers stopped before the obstacle or attempted to touch and held again the hand of the experimenter. Thus since unsupported stepping was never successful in situations with obstacles, . . . ” The studies of toddlers stepping over obstacles is very limited. The study attempted to have the toddler step unsupported over obstacles without success since the child require support. The experimenters were required to hold the toddler by one hand to negotiate the obstacles. 
         [0007]    Often, the toddler will also experiment independently and seek to develop the art of walking on their own by using local stable inanimate objects that appear to have sufficient height. After crawling to the object, the toddlers hand seeks the “grips” of this local object. Some examples of inanimate objects that can provide a grip include a wall, a table edge and top, a chair seat and back, a sofa, a piece of folded fabric of their parent&#39;s pants and a bed. 
         [0008]    An object that provides a grip for a long horizontal run at an appropriate constant height from the ground is extremely beneficial and is called a horizontal grip (for example, the top surface of a coffee table). Such a grip is advantageously useful for the toddler when learning to walk because the toddler can then began to take steps either knowing that the grip is readily available in case the toddler faults in their steps or if the toddler always requires the support of the grip while taking their first steps. The height from the ground for the location of the grip is anywhere between the hip and the shoulder height of the toddler. 
         [0009]    Another important aspect to develop in the art of walking is determining what to do with obstacles in the path. One option is to go around the obstacle if it is too large; however, if the obstacle is relatively small maybe the toddler will attempt to raise their foot over the obstacle. Succeeding the ability to step over obstacles brings the toddler that much closer to mastering the art of walking. 
       BRIEF SUMMARY OF THE INVENTION  
       [0010]    Toddlers are very inquisitive and seek out new challenges and objects to study as they move around the home. A first embodiment of the invention provides an apparatus and process for toddlers that include in its structure easily accessible grips. This embodiment uses a rectangular coffee table or any small table with legs that can be easily flipped with its top fiat surface against the floor. The table in this inverted position exposes legs pointing into the air. In addition, the horizontal cross-support beams attached to the legs providing additional stability. The height of these cross-support beams from the floor can occur at various levels. To a toddler, the new object appears to now look like an inviting structure. The table in the upside down mode can be viewed as a “toddler gym” since a toddler could practice balancing, walking or stepping. Soon the toddler will experience that by using the toddler gym, with grips and obstacles incorporated into the structure, a determined toddler will use the toddler gym as it self learning tool. Moving between the legs on the shorter side of the rectangle provides a first grip from where the short trip starts and second grip to terminate the short trip and support the toddler if necessary. This short trip comprises at least one step taken independently and supported not by grips but the toddler themselves. This is an important step that the toddler can practice until they become confident bringing them closer to mastering the art of walking. Note that the toddler is not requiring the support of experimenters as mentioned in the earlier study, instead, the toddler is self-driven to perform these tasks independently. 
         [0011]    Another embodiment of the invention provides an apparatus and process for toddlers that includes in its structure both easily accessible grips and obstacles. In a first attempt, the toddler attempted to step over a horizontal bar about 3 inches high unaided and failed. The toddler then proceeded to use the grip and while holding the grip, begins stepping over the obstacle until the toddle steps easily over the 3 inch obstacle. Then, the toddler proceeds to attempt an unaided step over the obstacle and succeeds. 
         [0012]    The obstacle can be for instance, a horizontal cross support beam for the toddler to step over, or a movable step that can snap onto the horizontal cross support beam for the toddler to learn how to step up and step down from a step. The movable step is typically attached to the bottom surface of the top table surface. Once the table is placed in the upside down mode, this movable step is easily detached from the bottom surface of the table and snapped onto a horizontal cross support beam. 
         [0013]    A yet further embodiment of the invention is a toddler table that can be used as a table while in the right side up mode and as a “toddler gym” while in the upside down mode. This toddler table will have the ability to adjust the height of the grips, of a horizontal grip and of the horizontal bar that will behave as an obstacle. In this embodiment, the horizontal bar can be an obstacle if positioned low (less than knee height) or a horizontal grip if positioned greater than hip height. Once the use of the toddler gym ceases, the toddler gym can be flipped to serve its second purpose of a table. The additional benefit is that the legs can be adjusted in height so that the table top elevation can be adjusted as the toddler grows. 
         [0014]    A yet additional embodiment of the invention is placing motors and integrated circuit chips into key positions within the table. The integrated circuits can be used to form systems for controlling the structure of the toddler gym by adjusting the height of the grips and horizontal bar using voice control, keyboard control or by a touch pad. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS  
         [0015]    Please note that the drawings shown in this specification may not be drawn to scale and the relative dimensions of various elements in the diagrams are depicted schematically and not necessary to scale. 
           [0016]      FIG. 1   a  shows a conventional coffee table with its top surface upright called the right side up mode. 
           [0017]      FIG. 1   b  depicts the conventional coffee table in the upside down mode with its top surface upside down on the surface of the floor and a toddler attempting to step over a horizontal bar illustrating this inventive technique. 
           [0018]      FIG. 2  illustrates a failed attempt in independently stepping over a horizontal bar illustrating this inventive technique. 
           [0019]      FIG. 3  shows the toddler preparing to step over the horizontal bar illustrating this inventive technique. 
           [0020]      FIG. 4  depicts the toddler using the “grip” of the leg to support the toddler while stepping right leg over the horizontal bar illustrating this inventive technique. 
           [0021]      FIG. 5  illustrates the toddler successfully stepping over the horizontal bar illustrating this inventive technique. 
           [0022]      FIG. 6  shows the toddler stepping over the horizontal bar while holding onto a grip of the leg illustrating this inventive technique. 
           [0023]      FIG. 7  depicts the toddler successfully stepping over the horizontal bar illustrating this inventive technique. 
           [0024]      FIG. 8  illustrates the toddler attempting to independently step over a horizontal bar (without the use of a grip) illustrating this inventive technique. 
           [0025]      FIG. 9  shows the toddler independently stepping over the horizontal bar illustrating this inventive technique. 
           [0026]      FIG. 10  depicts the toddler successfully stepping over the horizontal bar without the aid of a grip illustrating this inventive technique. 
           [0027]      FIG. 11  illustrates the toddler attempting to independently step over a horizontal bar (without the use of a grip) illustrating this inventive technique. 
           [0028]      FIG. 12   a  shows the toddler successfully stepping over the horizontal bar without the use of a grip illustrating this inventive technique. 
           [0029]      FIG. 12   b  shows the toddler standing next to the table in the right side up mode after being flipped right side up again. 
           [0030]      FIG. 13   a  depicts a toddler gym with a height adjusting horizontal bar illustrating this inventive technique. 
           [0031]      FIG. 13   b  illustrates perforated holes in the body of the leg illustrating this inventive technique. 
           [0032]      FIG. 13   c  shows the horizontal bar coupled to the leg illustrating this inventive technique. 
           [0033]      FIG. 13   d  depicts movements to latch and unlatch the horizontal bar illustrating this inventive technique. 
           [0034]      FIG. 14   a  illustrates the horizontal bar coupled to the leg illustrating this inventive technique. 
           [0035]      FIG. 14   b  depicts the belt and screw to adjust the friction of the horizontal bar illustrating this inventive technique. 
           [0036]      FIG. 14   c  illustrates a bolt adjusting mechanism to adjust the height of the horizontal bar illustrating this inventive technique. 
           [0037]      FIG. 14   d  shows a side view of the leg with vertical slots illustrating this inventive technique. 
           [0038]      FIG. 14   e  depicts movements to latch and unlatch the horizontal bar illustrating this inventive technique. 
           [0039]      FIG. 14   f  illustrates a clamp and lock to adjust the horizontal bar illustrating this inventive technique. 
           [0040]      FIG. 15  shows a 3-d perspective of another toddler gym with 6 legs illustrating this inventive technique. 
           [0041]      FIG. 16   a  depicts telescoping legs illustrating this inventive technique. 
           [0042]      FIG. 16   b  illustrates a twist lock for the telescoping leg illustrating this inventive technique. 
           [0043]      FIG. 16   c  shows a snap lock for the telescoping leg illustrating this inventive technique. 
           [0044]      FIG. 16   d  depicts leg extension segments illustrating this inventive technique. 
           [0045]      FIG. 16   e  illustrates the placement of the leg extension on a leg illustrating this inventive technique. 
           [0046]      FIG. 17  shows a 3-d perspective of another toddler gym with 6 legs and without the top surface of a table and a step illustrating this inventive technique. 
           [0047]      FIG. 18   a  depicts the coupling of the table top support to the leg illustrating this inventive technique. 
           [0048]      FIG. 18   b  illustrates a coupling of the table top support to the leg using a different connector illustrating this inventive technique. 
           [0049]      FIG. 19  shows a 3-d perspective of the table after the toddler gym in  FIG. 15  is flipped in the right side up mode illustrating this inventive technique. 
       
    
    
     DETAILED DESCRIPTION OF THE INVENTION  
       [0050]    This inventive embodiment uses a common everyday object and converted the object into a useful learning tool. The tool helps toddlers master the art of walking. This occurs since a horizontal bar can be repositioned at any level from the floor. In one case, providing an obstacle to step over, and in another case, providing a horizontal grip that the toddler can use to practice walking. In addition, the vertical grips can be adjusted in height to address the growth of the toddler. 
         [0051]      FIG. 1   a  illustrates a coffee table  1 - 1 . This is a typical coffee table with a rectangular top surface  1 - 2  of 5 by 1.5 feet standing 13.5 inches high. The table has 4 legs and cross support beams to bold the legs in place. 
         [0052]      FIG. 1   b  illustrates the invention where the table in  FIG. 1   a  has been flipped into the upside down mode  1 - 3  with the top surface  1 - 2  of the table in contact with the floor. The table was flipped to expose the legs and cross support beams. This structure exposes the legs  1 - 4  to  1 - 7  and cross support beams  1 - 8  to  1 - 11 . Two of the cross support beams  1 - 8  and  1 - 10  are 3 inches in height measured from the bottom surface of the table top  1 - 12 . The remaining two cross support beams  1 - 9  and  1 - 11  are 6 inches from the bottom surface of the table top. The flipped table was in the presence of a toddler  1 - 13  who became intrigued with the new structure. The toddler  1 - 13  approached the structure and attempted to step over the cross support beam  1 - 8  unaided.  FIG. 2  illustrates that the toddler  1 - 13  has failed to step over the cross support beam  1 - 8  and instead collapsed on their own legs. 
         [0053]    However, as  FIG. 3  illustrates, the toddler  1 - 13  refuses to give up and this time approached one of the legs  1 - 4  in the drawing  3 - 1 . The toddler grips onto the leg  1 - 4  and uses this leg as a support to cross over the cross support beam  1 - 8  as illustrated in the drawing  4 - 1  in  FIG. 4 . This time the toddler was successful and now was within the area corralled by the cross support beams as depicted in the drawing  5 - 1  in  FIG. 5 . 
         [0054]    In  FIG. 6 , the drawing  6 - 1  illustrates that the toddler  1 - 13  now uses the leg  1 - 5  as a grip to step over the cross support beam  1 - 10  and support the toddler. As the drawing  7 - 1  in  FIG. 7  shows, the toddler  1 - 13  is again successful. The toddler continued to repeat the process of stepping over the cross support beam using the legs as grips. Each attempt showed improvement and the toddler continued playing with the table in the upside down mode until the toddler developed the confidence to attempt an independent stepping of the cross support beam again. 
         [0055]      FIG. 8  illustrates the toddler preparing to perform an independent step over the cross support beam  1 - 8  as depicted in  8 - 1 .  FIG. 9  depicts the toddler  1 - 13  stepping their right foot over the cross support beam  1 - 8  unaided as indicated in  9 - 1 .  FIG. 10  shows the drawing  10 - 1  where the toddler has successfully stepped over the cross support beam.  FIG. 11  illustrates the toddler  1 - 13  stepping their right foot over the cross support beam  1 - 10  while the drawing in  12 - 1  of  FIG. 12   a  shows that the toddler  1 - 13  has successfully negotiated the cross support beams at a height of 3 inches.  FIG. 12   b  illustrates the table  1 - 1  being flipped 180° into the right side up mode and positioned next to the toddler  1 - 13 . 
         [0056]    Interestingly, the table in the upside down mode presents itself as an inviting structure to the toddler which further enticed the toddler to seek further investigation. Their first attempt of the toddler was to step over the cross support beam unaided, but ended up being unsuccessful. The legs appearing as “grips” provided support to the toddler while stepping over the cross support beams that were 3 inches high. The support that the grip gave to the toddler allowed the toddler to practice stepping over the cross support beam until the toddle developed the ability to step independently over the beam. Once the toddler mastered this stepping, the table can be flipped right side up into the right side up mode and serve as the useful function of a coffee table. 
         [0057]    One embodiment of the invention is that a table can be flipped upside down into the upside down mode and serve as a tool to improve the kinematic of the leg movement of a toddler who is just learning to step over obstacles. Once the step at the given height is mastered, the table can be flipped right side up into the right side up mode and used as a table again. 
         [0058]    Another embodiment is to introduce height adjustment the cross support beams into the table  13 - 1 .  FIG. 13   a  illustrates the table in the upside down mode where the cross support beam  13 - 6  can be positioned over the range of various heights  13 - 14 . This structure exposes the legs  13 - 2  to  13 - 5  and cross support beams  13 - 6  to  13 - 9 . Three of the legs show a ball-like addition  13 - 10  to  13 - 12  added to the end of the leg (not shown on the last leg to simplify drawing). These serve to provide an easy grip for the toddler as well as providing a soft protection against the point of the leg if the toddler falls. In addition, the exposed components can be covered with protective foam so that a falling toddler would not hit any hard surfaces. The junction between a proposed cross support beam  13 - 13  and the leg  13 - 2  is highlighted by the dotted oval  13 - 15 . Several possibilities are provided for the view  13 - 16  provided in  FIG. 13   a.    
         [0059]    The first possibility is illustrated using  FIG. 13   b  through  FIG. 13   d  that presents one way of adjusting the height of the cross support beam  13 - 13 .  FIG. 13   b  presents one possibility of what can be inside the view  13 - 16  of  FIG. 13   a  which shows the leg  13 - 2   a  with perforated holes  13 - 17 .  FIG. 13   c  illustrates the view  13 - 15  demonstrating the coupling of the leg  13 - 2   a  with the cross support beam  13 - 13   a.  A collar  13 - 19  that slides on the outside diameter of the leg  13 - 2   a  couples the cross support beam  13 - 13   a  to the leg. A sleeve  13 - 18  that moves back and forth as illustrated is used to adjust the height of the cross support beam  13 - 13   a.  The detail of the mechanism is further depicted in  FIG. 13   d  which shows the sleeve  13 - 18  pushed to the left by a spring loaded assemble (not shown) inside the sleeve  13 - 18 . This exposes the pin  13 - 21  which is inserted into one of the holes  13 - 17  in the leg  13 - 2   a.  To adjust the cross support beam  13 - 13   a,  the sleeve is pulled to the right against the spring loaded assembly causing the pin  13 - 21  to be withdrawn within the cross support beam  13 - 13   a  thereby allowing the cross support beam  13 - 13   a  to move vertically. 
         [0060]    The view of  13 - 15  of  FIG. 13   a  as applied to another apparatus that can be used to adjust the height of the cross support beams is illustrated in  FIG. 14   a.  The leg  13 - 2   b  is coupled to the beam  13 - 13   b  by the coupling unit  14 - 3  and adjusted by the sleeve  14 - 2 . The sleeve rotates clockwise to loosen and counter clockwise to tighten the cross support beam to the leg. The view  14 - 4  along the length of the leg is further illustrated in  FIG. 14   b . The sleeve  14 - 2  has a thread on the inside diameter that matches the thread  14 - 5  associated with the belt  14 - 6 . As the sleeve is turned counter clockwise the belt  14 - 6  tightens around the leg  13 - 2   b  and develops a friction that prevents the vertical movement of the cross support beam  13 - 13   b.  A pin or clamp  14 - 7  is used to hold the belt to the beam  13 - 13   b.    
         [0061]    Another embodiment of cross support beam adjustment apparatus  14 - 8  is illustrated in  FIG. 14   c . The leg  13 - 2   c  supports a bolt  14 - 9  (exposed portion can be rubber coated) whose shaft  14 - 10  has threads and connected to a nut  14 - 11  that is secured to the cross support beam  13 - 13   c.  As the bolt is turned clockwise, the cross support beam  13 - 13   c  is lifted. Similarly, when turned counter clockwise, the beam  13 - 13   c  lowers. 
         [0062]    A vertical slot assembly apparatus is illustrated in  FIG. 14   d  and  FIG. 14   e . The view  13 - 16  of the leg in  FIG. 13   a  for this additional embodiment is depicted in  FIG. 14   d  as the drawing  14 - 13 .  FIG. 14   e  illustrates the leg  13 - 2   d  with the cross support beam  13 - 13   d  having a hook structure  14 - 14  that engages into the slots illustrated in  FIG. 14   d . The height of the cross support beam is adjusted by positioning the beam  13 - 13   d  into another slot of the leg  13 - 2 . 
         [0063]    A yet additional apparatus to attach the cross support beam  13 - 13   e  to the leg  13 - 2   e  is depicted in  FIG. 14   f . The cross support beam  13 - 13   e  is coupled to a clamp that holds onto the leg  13 - 2   e.  The clamp comprises a lower portion  14 - 15  that fits half way around the leg  13 - 2   e  and is connected to a pin  14 - 16 . The pin  14 - 16  allows the upper portion  14 - 17  of the clamp to rotate around the pin  14 - 16  to form the clamp. A pin or screw  14 - 18  is used to tighten the upper portion of the clamp to the lower portion of the clamp so that the cross support beam is firmly coupled to the leg  13 - 2   e.    
         [0064]    Another apparatus of a table flipped upside down  15 - 1  is illustrated in  FIG. 15 . The number of legs and cross support beams that are used can vary depending on the cost of the final product, the exercise that the apparatus is targeting in the toddler, and the area displaced by the table. The legs are  15 - 2  to  15 - 7  where each has a telescopic leg extension  15 - 8  to  15 - 11 . The leg extensions for legs  15 - 5  and  15 - 6  are not illustrated. Each leg has a grip  15 - 12  to  15 - 17 . The cross support beams  15 - 18  to  15 - 24  can be adjusted by using one of the earlier presented adjustable assemblies. A toddler interactive electronic device  15 - 25  can be hung from one of the beams and provide a reward to the toddler if the toddler enters different segmented sections of the surface  15 - 26 . Each of the cross support beams can be individually adjustable in height so that the toddler can be challenged as they master stepping over each obstacle or beam. Once the cross support beams have a height that greater than the hip of the toddler, the cross support beam becomes a horizontal grip that the toddler can use to hold and either practice walking or master horizontal grip holding. 
         [0065]    A first embodiment of the telescoping leg is illustrated in  FIG. 16   a . The leg  15 - 7  has a sliding telescopic leg extension  15 - 11  that can be adjusted  16 - 2  by sliding the leg into the cavity and adjusting the length of the extension  16 - 3 . 
         [0066]      FIG. 16   b  illustrates a collar  16 - 4  that tightens the extension when rotated in the direction as shown. Another apparatus to hold the extension is provided in  FIG. 16   c . The collar  16 - 5  is snapped tightened by the assembly  16 - 6 . Once snapped, the collar immobilizes the extension to the leg. 
         [0067]    Another apparatus for leg height adjustments is to screw extensions  16 - 7  to  16 - 11  onto the end of the legs. An example is illustrated in  FIG. 16   e  which shows a short extension  16 - 11  screwed onto the end of the leg  15 - 7 . 
         [0068]      FIG. 17  depicts the table  17 - 1  in the upside down mode having flat strips  17 - 2  to  17 - 8  coupling the tops of the legs together to provide additional strength. The table top is not shown for simplicity. A movable or positional step  17 - 10  is illustrated snapped to the horizontal beam  15 - 19  and can be used by the toddler to learn how to step up and to step down the positional step. The toddler can hold onto the grip  15 - 13  while learning the step movements. The positional step can be stored to a clip on the bottom surface of the table top. 
         [0069]    A 3-D perspective view  17 - 9  of the corner of the table edge is presented is presented in  FIG. 18   a  and  FIG. 18   b . The flat strips  17 - 4  and  17 - 3  have slots that accept the other. An attachment (rivet, screw, bolt)  18 - 1  in  FIG. 18   a  couples both flat strips  17 - 4  and  17 - 3  to the leg  15 - 3 . A press fitted assembly  18 - 2  with a lip  18 - 3  is presented in  FIG. 18   b . The entire assemble can be press fitted together until the lip of the assembly snaps into place within the leg  15 - 3 . 
         [0070]    The upside down table in  FIG. 15  can be flipped right side up as shown by  19 - 1  and as illustrated in  FIG. 19  and stood on the legs to provide a table surface  15 - 26  for the toddler. Note that the height of the table can be adjusted as the toddler grows. Besides adjusting all legs to the same height, the legs can be adjusted to make a slanting table to allow the toddler to draw pictures where the toddler&#39;s back is less curved. The table with a flat surface in the right side up mode and a slope of the flat surface can be adjusted by varying the length distribution of the telescopic legs 
         [0071]    Finally, it is understood that the above description is only illustrative of the principles of the current invention. It is understood that the various embodiments of the invention, although different, are not mutually exclusive. In accordance with these principles, those skilled in the art may devise numerous modifications without departing from the spirit and scope of the invention. The toddler gym can use electronic motors to turn any screws in the supports such that the length of the legs or height of the cross support beams can be adjusted by mechanical gears drive by electronic motors. The toddler gym can have at least one processor comprising a CPU (Central Processing Unit), microprocessor, multi-core-processor, DSP, a front end processor, or a co-processor. All of the supporting elements to operate these processors (memory, disks, monitors, keyboards, power supplies, etc), although not necessarily shown, are known by those skilled in the art for the operation of the entire system.