Abstract:
An educational and recreational toy system for toddlers including a plurality of toy components having various shapes and sizes. The various shapes and sizes of the components are based upon a unit measurement. Toy structures are provided, including a balance, a stringer, and a pegboard for integrated use with the components. The toy components may be used interchangeably/among the various toy structures. According to the invention, the system allows a child to improve motor, coordination, and thinking skills. This is accomplished by using the toy components—in conjunction with the toy structures—for matching, piling, patterning, and balancing exercises.

Description:
FIELD OF THE INVENTION  
         [0001]    This invention relates to a toy system for use by toddlers, the system having interchangeable component parts, and a method of use thereof.  
         BACKGROUND OF THE INVENTION  
         [0002]    While toys are typically considered to be play items for children, toys also serve a more important role. Namely, toys help to develop proficiency in motor, coordination, and thinking skills. With this in mind, some toys are designed expressly to aid in developing the minds and skills of children. Regardless, even toys that are designed specifically to entertain, routinely help improve the aforementioned skills.  
           [0003]    In designing toys, a prime consideration is the age group for which a particular toy is directed. Toys intended for use by children under the age of one often provide sensory stimulation—triggered by the child—in the form of sound and light. One such toy, commonly known as a rattle, creates noise when moved by a child. As they grow older, children are introduced to toys for which simple rules govern play. These toys often develop skills through repetitive tasks. Eventually, a child may graduate to relatively complex board games and the like, in which detailed rules govern play. Such toys are typically designed for multiple users and have the further goal of building social skills.  
           [0004]    Toys that are specifically intended for use by toddlers (children under the age of three) are designed to allow children to carry out elementary functions such as inserting, matching, piling, patterning, balancing, and the like. In turn, these toys typically consist of a collection of common objects such as blocks, rings, and pegs. Using such objects, a child is provided with tasks bounded by simple rules. For example, a goal may be to group objects having the same color, or to stack objects having the same shape.  
           [0005]    The prior art is replete with examples of toys specifically intended for use by toddlers. A well known toy includes a rope along with rings and beads. The child threads the rings and/or beads on the rope in various patterns. Another toy that is well known in the prior art is a pegboard. Such a toy consists of a board, on which pegs are disposed, along with rings that are to be arranged on the pegs. As with the rope toy, the rings can be arranged in a pattern. Simple balances having a lever and fulcrum have also been used as toys. The lever of such a balance may include buckets in which weighted objects are to be placed, or in the alternative, pegs may be disposed on the balance to receive rings or other objects.  
           [0006]    While the aforementioned educational toys are simple, it is unquestionable that they have vast importance in helping to develop the minds of toddlers. However, play with these individual toys becomes monotonous with time. While a group of these toys can be provided to a child, acquiring the toys separately is not economical. Instead, because such toys typically make use of similar components, a system of toy structures using a single set of components would provide better value to the purchaser of such a system.  
           [0007]    With regard to the standard toddler toys discussed, novel variations have been disclosed in the prior art. However, none of these toys includes the ability to use toy components interchangeably with more than one of the standard toys. For instance, U.S. Pat. No. 5,035,666 to Kang discloses a recreational toy including blocks having rectangular protrusions. The blocks have letters and symbols on their faces. A platform is also provided on which the blocks may be securely placed. However, the blocks and platform are designed to be used in one way and lack the flexibility to be used in conjunction with other types of toys.  
           [0008]    The inflexibility of prior art toys for toddlers is also demonstrated by U.S. Pat. No. 4,534,736 to Cogdill. This patent discloses an educational toy comprising a threaded shaft upon which blocks are rigidly fixed to opposite ends. Between the fixed blocks are blocks that are rotatable and otherwise moveable. In turn, the blocks can be aligned in various desired patterns. However, because the blocks are fixed to the shaft, the blocks can be used for one intended purpose.  
           [0009]    Thus, there remains a need for a toy system that is provided with one or more toy structures, such as a balance, a stringer, and a pegboard. The system would include toy components such as blocks, rings, and the like, that can be interchangeably used with each toy structure.  
         SUMMARY OF THE INVENTION  
         [0010]    An object of the present invention is to provide a toy system that functions as an amusement device and as a skill building tool.  
           [0011]    Another object of this invention is to provide a group of toy components that can be used interchangeably with a group of toy structures.  
           [0012]    It is yet another object of the present invention to provide a group of toy components that are sized according to a unit measurement.  
           [0013]    In accordance with one embodiment of the invention, toy components are provided consisting of rings, cylinder rings, columns, and plaques. Each toy component has a hole communicating between two of the component&#39;s surfaces allowing the components to be utilized with a variety of toy structures. These structures include, balances, pegboards, and stringers, all of which are designed to accommodate the toy components. As the sizes of components are based on a unit measurement, stacking exercises, and the like, are enhanced.  
           [0014]    The above description sets forth rather broadly the more important features of the present invention in order that the detailed description thereof that follows may be understood, and in order that the present contributions to the art may be better appreciated. Other objects and features of the present invention will become apparent from the following detailed description considered in conjunction with the accompanying drawings. It is to be understood, however, that the drawings are designed solely for the purposes of illustration and not as a definition of the limits of the invention, for which reference should be made to the appended claims. 
       
    
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0015]    [0015]FIG. 1 is a perspective view of various toy components that are used in conjunction with a stringer, a balance, and a pegboard;  
         [0016]    [0016]FIG. 2 a  is a perspective view of a stopper and stringer toy structure;  
         [0017]    [0017]FIG. 2 b  is a perspective view of a stringer with various components and stoppers;  
         [0018]    [0018]FIG. 3 a  is a perspective view of a balance toy structure;  
         [0019]    [0019]FIG. 3 b  is an exploded perspective view of the balance toy structure as shown in FIG. 3 a;    
         [0020]    [0020]FIG. 4 is a perspective view of a peg board toy structure;  
         [0021]    [0021]FIG. 5 is a perspective view of a tube set, the tube set having balls, a tube, and a base;  
         [0022]    [0022]FIG. 6 is a perspective view of a fitting board, the fitting board having a board and board pieces; and  
         [0023]    [0023]FIG. 7 is a perspective view of a shape board, the shape board having a board and shape blocks. 
     
    
     DETAILED DESCRIPTION OF THE INVENTION  
       [0024]    With reference to FIG. 1, toy components  10 , that are used interchangeably with multiple toy structures, are shown. Square plaque component  12  is a cubical block having four sides of equal length. At the center of square plaque component  12  a hole  2  is provided. Cylinder component  14 , is a cylindrically shaped block having a hole  2  provided through its center. In one embodiment, ridges may be disposed on the outside surface of cylinder component  14 . Bead component  19  is a sphere having a hole  2  provided through its center. Column ring  16 , is a cylindrically shaped block having an open center  3 . Open center  3  has a diameter that is large enough to allow column ring  16  to pass over cylinder component  14  and bead component  19 . Ring component  18  is a ring having a circular cross-section. Like column ring  16 , the open center  3  of ring  18  allows it to pass over cylinder  14  and bead  19  Components  10  shown in FIG. 1 represent a small example of the many different shapes and sizes that can be used in conjunction with this system.  
         [0025]    In the preferred embodiment, all of the aforementioned components  10  are fabricated from wood. A number of each of the components  10  are provided. In one embodiment, each component  10  has a different color and height. Preferably the heights are multiples of one another. For instance, cylinder component  4  and column ring component  16  are provided with heights of 1½ inches, and 3 inches. Likewise, square plaque component  12  has a height of 2 inch and may be provided at heights of 1 inch, 1½ inches, and other heights.  
         [0026]    The mathematical equivalency between components  10  creates an important feature of the system. Namely, stacking an appropriate number of shorter components  10  will result in a height that is equivalent to a taller component. For instance, two column rings  16  that are 1½ inches in height can be stacked on top of one another and together approximate the height of a 3 inch column ring  16 . Thus, throughout the system, stacking exercises are enhanced, allowing a child to discover and understand the dimensional relationship between components  10 .  
         [0027]    The texture that may be applied to cylinder component  14  is ornamental in nature and also serves three or more utility functions. (It should be noted that such texture may also be applied to any of the other components  10 .) It is important that a child learns to recognize varying surface textures. The texture applied to components  10  is visually stimulating to a child user. Likewise, the surface texture appeals to the sense of touch. The texture allows a child to understand the words associated with different surfaces. Additionally, as mentioned above, column ring  16  and ring  18  may be capable of passing over cylinder  14 . If cylinder  14  is ribbed or otherwise textured, column ring  16  and cylinder  14  may vibrate as column ring  16  is passed over cylinder  14 . Such a vibration may be of a frequency that it is audible to the human ear. In turn, a textured component  10  can provide auditory stimulation.  
         [0028]    Stringer Toy Structure  
         [0029]    Turning now to FIG. 2 a , a stopper  21  and a stringer  22  are shown. Stopper  21  is preferably fabricated from wood in the shape of a six-sided rectangular form. However, stopper  21  may take on virtually any shape as long as the stopper  21  is provided with two or more stringer holes  23   a  and  23   b  communicating between two of its faces. Stringer  22  is preferably fabricated from flexible, hollow tubular material with a cylindrical rope-like shape having a length that is greater than its diameter. Preferably the length of stringer  22  is at least ten times greater than the diameter of stringer  22 . As shown in FIG. 2 a , the diameter of stringer  22  is smaller than the diameter of stringer holes  23  to allow insertion of stringer  22  into holes  23   a  and  23   b.    
         [0030]    In one embodiment, to begin use of stringer  22  with components  10 , stopper  21  is first applied to stringer  22 . First, one end of stringer  22  is inserted through hole  23   a  in stopper  21 . Stringer  22  is then bent to allow the same end of stringer  22  to enter hole  23   b  from the opposite direction. Stringer  22  is flexible and biased towards its linear configuration. Thus, when an end of stringer  22  is placed in holes  23  as described, stringer  22 , in a bid to move to its unbiased position, is forced against the sides of holes  23 . The friction produced between stringer  22  and stopper  21  serves to hold stringer  22  in place.  
         [0031]    Now with reference to FIG. 2 b , after stopper  21  is attached to stringer  22 , components  10  may be threaded onto stringer  22 . Threading components  10  on stringer  22  may help to improve the hand-eye coordination of a child. Additionally, a child may learn to group colors and shapes when stringing components  10 . Also, as described above, textured components  10 , that have outer diameters that are smaller than the inner diameters of other components  10 , can produce sound when moved appropriately. When a desired amount of components  10  are threaded onto stringer  22 , another stopper  21  may be attached to the other end of stringer  22  in the manner described.  
         [0032]    Balance Toy Structure  
         [0033]    Pictured in FIG. 3 a  is a balance toy structure  30 . Balance toy structure  30  is constructed from two main components that are separable from one another. The first component comprises a base  32  and side supports  34 . The second component comprises balance board  36  along with center mass  39  and pegs  38 .  
         [0034]    Base  32  preferably has a generally cubical shape which, in one embodiment, has a length of six inches, a width of four inches, and a thickness of approximately three-fourths of an inch. However, many shapes and sizes may be used as an appropriate base  32  as long as a stable flat surface is provided. Side supports  34  are similar in shape to base  32  but, in one embodiment, have rounded tops  37 . Side supports  34  can be attached to base  32  in a number of ways. For instance, a mortise and tenon joint may be provided. In such a case, appropriate glue can be used to seal the joint. In another instance, threaded fasteners may be employed to attach side supports  34  to base  32 .  
         [0035]    Turning now to FIG. 3 b , a view of a side support  34  is presented exposing details that cannot be seen in FIG. 3 a . Disposed on one side of side support  34  is a pin  24 . Pin  24  corresponds to a channel  26  which is discussed below in more detail. In the preferred embodiment, pin  24  is disposed within a hole provided in one side of side support  34 . The pin may be held in place by a friction, glue, or other appropriate means.  
         [0036]    Balance board  36  has a generally cubical shape. In one embodiment, balance board  36  is sixteen inches in length, two and three-quarters inches in width, and one-half inch thick. Turning once again to FIG. 3 b  a view of balance board  36  is presented which exposes details that cannot be seen in FIG. 3 a , namely, bottom surface  25  of balance board  36 . At the center of balance board  36 , channels  26  are configured to extend longitudinally from the edges of balance board  36  in a fashion perpendicular to the edges. Channels  26  may also be one channel extending across the entire width of balance board  36 . Alternatively, channels  26  may be replaced by holes (not shown) in the side of balance board  36 . During construction of balance toy structure, pins  24  would be inserted into the holes large enough to allow balance board  25  to freely rotate.  
         [0037]    Turning back now to FIG. 3 a , top surface  27  of balance board is shown. Disposed on top surface  27  are pegs  38  and center mass  39 . Pegs  38  and center mass  39  may be attached to balance board  36  utilizing appropriately shaped cavities on balance board, threaded fasteners, or other means. In one embodiment, pegs  38  are themselves threaded and the appropriately shaped cavities are tapped to receive pegs  38 . Preferably, pegs  39  are each disposed a unit distance from the center of balance board  36 . For example, if a peg  39  is disposed two inches from the center of balance board  36 , another peg  39  would be disposed four inches from the center of balance board  36 . In the preferred embodiment, the balance  30  is fabricated from wood.  
         [0038]    In addition to being used with stinger  22 , components  10  are also used in conjunction with balance  30 . Pegs  38  disposed on balance  30  are designed to receive components  10 . Components  10  are placed on pegs  38  in varying configurations. By doing so, a child user may learn about balancing properties. Components  10  placed on balance  30  create a moment about the center of balance board  36 . This moment can be described by the formula:  
         
       M=r×F  
     
         [0039]    where M is equivalent to the moment, r is equivalent to the distance of the component from the center of the balance board, and F is equivalent to the force exerted by component  10  on balance board  36 . Balance board  36  will remain level when the moment on one side is equivalent to the moment on the other side. This can also be represented with a formula which is as follows:  
         
       r 
       1 
       ×F 
       1 
       =r 
       2 
       ×F 
       2  
     
         [0040]    where the subscript “1” refers to the first side of balance board  36  and subscript “2” refers to the second side of balance board  36 .  
         [0041]    Because components  10  such as cylinder  4  are provided in varying sizes, they are necessarily provided in varying weights as well. As sizes are multiples of one another, weights are roughly multiples as well. Thus, for example, a child can discover that two cylinders  14  will balance one cylinder  14  that is double the height of the other two (this assumes that the cylinders are placed on pegs  38  that are equidistant from center mass  39 ). In another example, a child may discover that a first component  10  positioned one unit from the center will balance a second component  10  that is half the weight of the first component  10  and positioned two units from the center.  
         [0042]    Pegboard Toy Structure  
         [0043]    [0043]FIG. 4 provides a view of a pegboard toy structure  40  that is comprised of base  42  and pegs  44 . While any number of pegs  44  may used, in the preferred embodiment three pegs  44  are selected. Pegs  44  can be attached to base  42  in a number of ways. Cavities may be provided on base  42  corresponding to the diameter of pegs  44 . Pegs  44  may then be friction fitted or glued into the holes. Alternatively, threaded fasteners may be used to attach pegs  44  to base  42 . As with balance  30 , pegs  42  may be threaded and thus screwed into corresponding tapped cavities. Pegs  42  preferably have a diameter that is smaller than the inside diameter of components  10 . In one embodiment, all pegs  44  on board  42  have the same diameter. More than one pegboard toy structure  40  may be provided, each having pegs  44  with a different diameter. In the preferred embodiment pegboard toy structure  40  is fabricated from wood.  
         [0044]    With continued reference to FIG. 4, it can be seen that components  10  may also be used in conjunction with pegboard toy structure  40 . As with stringer  22 , components  10  can be stacked and organized on pegs  44 . Using pegs  44 , children can observe height differences of components  10  and match colors and types of components  10 . In one embodiment of the invention, more than one pegboard toy structure  40  is provided. Each pegboard toy structure  40  has pegs  44  that have different diameters. A younger child whose hand-eye coordination is not fully developed may use a pegboard  40  with relatively large pegs  44 . Larger pegs  44  allow a child to more easily place components  10  on pegs  44 . The child may then graduate to a pegboard  40  with relatively smaller pegs  44  as child&#39;s hand-eye coordination is better developed.  
         [0045]    Tube Set  
         [0046]    With reference to FIG. 5, a tube set  50  is shown that comprises base  52 , tube holder  54 , tube  56 , balls  58 , and stands  59 . Tube holder  54  has a generally cylindrical shape. In one embodiment, tube holder  54  is attached to base  52  utilizing a hole provided in base  52 . In one embodiment, tube holder  54  is glued into the hole. However, threaded fasteners or other means can also be used to attach holder  54  to base  52 . Alternatively, base  52  and tube holder  54  may be one integrated piece of material. Preferably, tube holder  54  and base  52  are fabricated from wood.  
         [0047]    Tube  56  is a length of transparent, hollow cylindrical material preferably fabricated from butyrate. Tube  56  has an inside diameter which slightly exceeds that of tube holder  54  so that tube  56  may be placed over tube holder  54 . Balls  58  are spherical and have a diameter that approximates that of tube holder  54 . Thus, balls  58  fit within the inside diameter of tube  56  with only a small gap between the surface of balls  58  and the inside surface of tube  56 . Preferably this gap does not exceed one millimeter along the circumference of balls  58 . In one embodiment, balls  58  have diameters that are equivalent to one-third the length of tube  56  when subtracting the length of tube holder  54 . Therefore, when tube  56  is placed on tube holder  54  and balls  58  are inserted into tube  56 , the surface of a ball  58  is level with the opening of the tube. Stands  59  may also be provided and are preferably fabricated from wood. Stands  59  are cubical in shape with a semicircular piece of material cut away from the block. Preferably the radius of the semicircle is half that of the outer diameter of tube  56 .  
         [0048]    Balls  58  may be placed inside tube  56  to demonstrate the way in which balls  58  stack upon one another. Tube  56  may be placed on one stand  59  such that tube  56  is at an angle to a flat horizontal surface. Balls  58  may then be rolled through tube  56 . This exercise demonstrates various laws of nature to a child. Moreover, in following balls  58  as they move, the child is likely to experience visual tracking. Visual tracking is an important skill that allows a child to become better aware of the surrounding dynamic environment.  
         [0049]    Because the inside diameter of tube  56  is only slightly larger than balls  58 , when the airflow is restricted out of one end of tube  56  (for example, by placing tube  56  on tube holder on base  54 ), and a ball  58  is inserted in the other end of the tube, air trapped in the tube must pass out past the ball. A vibration is caused by the air as it passes through the small space between ball  58  and tube  56 . This vibration may be audible (making a “whooshing sound”) and may thus provide additional sensory stimulation for the child. Also, when airflow is restricted, balls  58  tend to glide relatively slowly within the tube. On the other hand, when airflow is unrestricted, balls  58  tend to roll unimpeded through the tube at a relatively faster rate. These differences may be observed by the child-user and provide further learning opportunities.  
         [0050]    Shape Board and Fitting Board Toy Structures  
         [0051]    Shape board toy structure  60  and fitting board toy structure  70 , which are preferably fabricated from wood, are shown in FIGS. 6 and 7. Boards  60  and  70  are generally cubical in shape but can be any appropriate shape as long as a flat surface is provided. Respectively, boards  60  and  70  have cavities  66  and  76  disposed upon their surfaces which correspond to the cross sections of pegs  64  and shapes  74 .  
         [0052]    With respect to pegboard  60 , pegs  64  can be removed from board  62  leaving a child to replace pegs  64 . Because pegs  64  may be provided at various heights, organization with respect to height may be a goal for the child. For instance, as is shown in FIG. 6, the aim may be to place shorter pegs  64  in front holes  66  and taller pegs  64  in rear holes  66 . Additionally, a child may graduate from pegs  64  with a round cross-section to pegs  64  with a faceted cross section (and holes  66  with corresponding cross section). Greater skill and dexterity are required to place pegs with faceted cross sections in holes  66 . In one embodiment, pegs  64  are provided in various colors. The colors allow for additional matching and sorting exercises.  
         [0053]    With respect to shapeboard  70 , shapes  74  are provided having various cross sections that correspond to the cross sections of cavities  76 . Thus, a particular shape  74  fits only in its corresponding cavity  76 . A child must recognize and appreciate the differences in shapes  74  when attempting to fit them into cavities  76 . Advanced shape boards  72  may be provided that contain shapes  74  with relatively more facets. Also, shapes  74  may be different colors allowing for further development and stimulation for the child.  
         [0054]    Thus, while there have been shown and described and pointed out fundamental novel features of the invention as applied to alternative embodiments thereof, it will be understood that various omissions and substitutions and changes in the form and details of the disclosed invention may be made by those skilled in the art without departing from the spirit of the invention. It is the intention, therefore, to be limited only as indicated by the scope of the claims appended hereto. It is to be understood that the drawings are not necessarily drawn to scale, but that they are merely conceptual in nature.