Patent Publication Number: US-2011056021-A1

Title: Child&#39;s Educational Blanket

Description:
This application claims the benefit of U.S. Provisional Application Ser. No. 61/241,077, filed Sep. 10, 2009, the substance of which is incorporated herein in its entirety. 
    
    
     FIELD OF THE INVENTION 
     The present invention relates generally to a child&#39;s interactive learning blanket and more specifically to a blanket intended to train and educate children through the early stages of child development. The blanket&#39;s educational portion is based on Piaget&#39;s sensori motor theory. The blanket and each of its sensory learning sections is designed to stimulate and teach early reflexes, object permanence, perception, motor and mechanical skills, letter, number and color recognition and memory. The 46 inch by 46 inch blanket is provided in 3 stages and serves as an early learning tool for caregivers while being a stimulating and comforting blanket for children ranging from 0 to 7 years of age. 
     BACKGROUND INFORMATION 
     Early educational development of children by their parents and caregivers is an important aspect in improving a child&#39;s abilities in adapting to the learning environments of preschool and elementary school. Early educational intervention yields a greater likelihood that children will succeed in achieving fundamentals such as reading and arithmetic at earlier ages. It is also well known that children often form strong attachments to certain childhood objects such as blankets. In early years, such children spend a large percentage of their waking hours keeping in their presence blankets that convey a sense of security and in these cases, it is beneficial to provide children with a blanket from which they may begin the process of learning fundamentals such as letter and number characterization, hand/eye coordination, simple mechanics as well as other useful childhood skills. 
     Early educational intervention also means screening children for Autism and looking for gaps in the child&#39;s cognitive growth. As of September 2009, 291,026 children were diagnosed with autism in the United States. The present invention allows parents to provide such children with earlier intervention and increases the likelihood that such children will receive proper treatment, education, care, and tools as early in their childhood development as possible. Working and educating Down-Syndrome and autistic children with a proper sensory environment and equipment is proven to help them adapt to their world successfully. The San Jose State University, Communications Department, Autism Group is an example of a treatment program that specializes in equipment and care where the present invention may be employed as an instructional tool and utilized in the treatment and education of Autistic and Down-Syndrome impacted children. 
     Childhood studies have previously shown that during medical treatment, in the absence of parents, a child is less likely to be overly stressed during the course of the treatment if in possession of a familiar blanket or other similarly familiar object. Although such blankets are functional in providing security, as well as in bedding, napping, and strolling in the stroller, it is also useful for a parent or caregiver to provide a blanket that is appropriately proportioned so the child can easily transport it. It is also useful to provide caregivers a child blanket that is easily folded for the child&#39;s use during periods of travel. The caregiver will also realize advantages in the present invention from the transportability of the blanket and in having the ability to teach the child while in a waiting room for example, or in letting the child teach and/or sooth himself in the car on the way home and then quickly reversing it for naptime. Several blankets have been the object of several patents over the years and have sought to provide various types of stimulation for young children. 
     For example, U.S. Pat. No. 4,989,285 to Troncone et al., discloses a dual-layer blanket prepared from 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, purportedly simulates the tactile response of the amnion lining and amniotic fluid experienced by a fetus in utero. Additionally, U.S. Pat. No. 5,167,565 to Metcalf relates to a standard blanket that is provided with a plurality of “attractors” which are differently-patterned patches sewn onto the center areas of the blanket. 
     The attractors are attached to the blanket only via no more than two edges, so that they can be slightly lifted off the surface of the blanket. Although the attractors may provide some degree of stimulation via their differentially designed patterns, the design is disadvantageous in that the attractors cannot be very securely sewn onto the body of the blanket, making the blanket less than ideal for use with small children. More specifically, it is generally difficult to provide a secure stitching connection to the center of a fabric sheet, and it is nearly impossible to do so without leaving the stitching partially exposed. Further, having a number of patches all over the surface of the blanket renders it less comfortable for the child when sleeping. 
     Other blankets on the market contain actual toys or stuffed animals sewn onto the blanket, which makes the blanket bulky and therefore not as comfortable for the child. One such blanket is shown in U.S. Pat. No. 5,208,934 to Bachnick et al. Another commonly available security blanket is called a Lovey™. This product is a stuffed animal head which has a plain blanket with a satin bottom edge attached. The animal head acts as a toy, but has no other developmental, stimulation or interactive features. Accordingly, its usefulness in educating children is limited. 
     U.S. Pat. No. 6,427,265 describes security blankets that provide a comforting, stimulating experience for young children, specifically, prepared by sewing two sheets of polyester fleece together. The front piece is preferably a colorful children&#39;s pattern or design, while the back is a complimentary solid color. The blanket also contains several a plurality of spaced-apart ribbon loops or “tags” which are attached at the four edges of the blanket body and which extend radially outward. Although visually stimulatory, this blanket is suited only for very young children, is unisex and is not directed to educating a child with regard to letter and number recognition or other fundamental skills necessary to prepare a child for the preschool or elementary environment. 
     It is therefore, a primary object of the present invention to provide an interactive and educational blanket that is easily portable, durable and which satisfactorily serves as a functional blanket for the child&#39;s sleeping and napping comfort. It is further an object of the present invention to provide a blanket that includes features, specifically for boys and girls, in which the child can interact so as to receive sensory and developmental stimulation at various age levels. 
     SUMMARY OF THE INVENTION 
     Specifically, the present invention provides an interactive educational blanket for newborn children, children aged 6 to 24 months, and children 2 to 7 years of age, comprised of fabric body which has been prepared from two separate high quality pieces of fabric, sewn together at the outer edges filled with batting material. The blanket further includes, on one side of the blanket, four panels containing visual and sensory stimulatory characterizations, which the child may view and manipulate, thus, providing the child with a variety of visual and sensory representation in each panel. The opposite side of the blanket is comprised of a high quality, durable fabric, which provides comfort to the child when sleeping, strolling or holding the blanket. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         FIG. 1  depicts the basic configuration of the educational blanket for newborn children showing a four panel square which houses each of the different areas of child learning sensory sections. The entire blanket measures 46 inches by 46 inches however other appropriate sizes may be employed in preparing the blanket. 
         FIG. 2  depicts the basic configuration of the educational blanket for children aged 6 to 24 months showing a four panel square which houses each of the different areas of child learning sensory sections. The entire blanket measures 46 inches by 46 inches however other appropriate sizes may be employed in preparing the blanket. 
         FIG. 3  depicts the basic configuration of the educational blanket for male children aged 2-7 years showing a four panel square which houses each of the different areas of child learning sensory sections. The entire blanket measures 46 inches by 46 inches however other appropriate sizes may be employed in preparing the blanket. 
         FIG. 4  depicts the basic configuration of the educational blanket for female children aged 2-7 years showing a four panel square which houses each of the different areas of child learning sensory sections. The entire blanket measures 46 inches by 46 inches however other appropriate sizes may be employed in preparing the blanket. 
         FIG. 5  depicts the upper left panel sensory section of the educational blanket for newborn children. Specifically, the figure illustrates animal or other characters prepared with various textures, colors and raised embroidery which the child will view and learn to recognize with continuous use. 
         FIG. 6A  depicts the upper right panel sensory section of the educational blanket for newborn children. Specifically, the figure illustrates raised embroidery of a closed basket with a flap that may be opened by the child to reveal a “Baby Moses” character underneath the flap. The basket figure and child are prepared in various colors and textures and teaches perception, object permanence or simply “hide and seek”. 
         FIG. 6B  depicts the upper right panel sensory section of the educational blanket for newborn children. Specifically, the figure illustrates a basket containing a “Baby Moses” character with a flap that may be closed by the child. The basket figure and child are prepared in various colors and textures and teaches perception, object permanence or simply “hide and seek”. 
         FIG. 7  depicts the lower left panel sensory section of the educational blanket for newborn children. Specifically, the figure illustrates various characters created with raised textures, colors and visual stimulations which the child may touch, see and feel. 
         FIG. 8  depicts the lower right panel sensory section of the educational blanket for newborn children. Specifically, the figure illustrates a telephone figure sewn into the blanket panel prepared with phone buttons that squeak when a child pushes on them. The telephone and buttons may be prepared in a variety of colors, textures and raised embroidery for visual and touch stimulation by the child and teaches child cause and effect. This panel sensory section represents a portion of the blanket designed to teach specific touch and hearing cognition and provides the audio sensory theme portion of the blanket. 
         FIG. 9A  depicts the upper left panel sensory section of the educational blanket for children aged 6 to 24 months. More specifically, the figure illustrates a panel which contains in the center a child safe zipper which may be raised and lowered by the child. The panel is prepared in any variety of colors, textures and raised embroidery. The primary focus of this panel sensory section is to teach the child rudimentary mechanics. 
         FIG. 9B  depicts the upper left panel sensory section of the educational blanket for children aged 6 to 24 months. More specifically, the figure illustrates a panel which contains a center child safe zipper which when lowered reveals bee characters prepared in a variety of colors, textures and raised embroidery. 
         FIG. 10A  depicts the upper right panel sensory section of the educational blanket for children aged 6 to 24 months. Specifically, the figure illustrates a panel which contains various labeled flaps which may be raised and lowered by the child. The panel and flaps are prepared in any variety of colors, textures and raised embroidery. 
         FIG. 10B  depicts the upper right panel sensory section of the educational blanket for children aged 6 to 24 months. More specifically, the figure illustrates a panel which contains various labeled flaps that when raised by the child reveal barn animal characters which correspond to the flap labels. The panel, flaps and animal characters are prepared in any variety of colors, textures and raised embroidery. Recognition and object permanence is demonstrated in this learning sensory section. 
         FIG. 11  depicts the lower left panel sensory section of the educational blanket for children aged 6 to 24 months. Specifically, the figure illustrates a panel containing a number of embroidered crayons sewn into the panel with a variety of colors. In this panel, sateen will be used along with raised embroidery and the crayons will be filled with stuffing to create crayons that appear realistic. 
         FIG. 12  depicts the lower right panel sensory section of the educational blanket for children aged 6 to 24 months. More specifically, the figure illustrates a panel which contains several smaller panels of varying sizes labeled with a variety of numbers, letters, shapes and textures to educate children of different touching and viewing sensations for such characters. The panel and labeled sub-panels will stimulate eyes and brain through visual and depth perception with varied graphics, fabrics and blocks used in many red/black/white. Such coloration is known to stimulate the visual acuity of growing children. Velvets, satins, corduroy, burlap, and other appropriate textures will be employed to stimulate the child&#39;s fingers and sense of touch. 
         FIG. 13  depicts the upper left panel sensory section of the educational blanket for male children 2 to 7 years of age. More specifically, the figure illustrates a panel containing an embroidered stop watch with clock hands that are movable by the child in order to become familiar with number characters and telling of time. The hands may be prepared with cloth covered plastic molding in order to achieve a level of rigidity for the hands, or optionally, the hands may be simply cloth fabric. Although blue is a preferred embodiment for the panel representations, the clock and clock hands may be prepared in any variety of colors, textures and raised embroidery. 
         FIG. 14  depicts the upper right panel sensory section of the educational blanket for male children 2 to 7 years of age. More specifically, the figure illustrates a panel containing an embroidered phone with numbers which may be depressed and used to educate the child regarding his own phone number and also to practice his address and other memory skills. Although blue is a preferred embodiment for the panel representations, the phone and phone buttons may be prepared in any variety of colors, textures and raised embroidery. 
         FIG. 15  depicts the lower left panel sensory section of the educational blanket for male children 2 to 7 years of age. More specifically, the figure illustrates a panel containing an embroidered athletic shoe which is provided with a shoe lace, which with assistance from a parent or caregiver will educate the child in learning to tie his shoes. Although blue is a preferred embodiment for the panel representations, the shoe and shoe lace may be prepared in any variety of colors, textures and raised embroidery. 
         FIG. 16A  depicts the lower right panel sensory section of the educational blanket for male children 2 to 7 years of age. More specifically, the figure illustrates a panel sensory section containing an embroidered football containing a functioning zipper in the center in which the child may lower and raise in order to develop hand/eye coordination while utilizing mechanics and gaining familiarity with various shapes and textures. The football is prepared in any variety of colors, textures and raised embroidery. The ball may be prepared in a variety of different types including, but not limited to baseballs, basketballs, soccer balls and other types as appropriate. 
         FIG. 16B  depicts the lower right panel sensory section of the educational blanket for male children 2 to 7 years of age. More specifically, the figure illustrates a panel containing an embroidered football in which the zipper has been lowered revealing a grouping of dogs which may be viewed when the zipper is open. The dog figures are made up of decals sewn into the inside of the football. 
         FIG. 17  depicts the upper left panel sensory section of the educational blanket for female children 2 to 7 years of age. More specifically, the figure illustrates a panel containing an embroidered clock with numbers and moveable fabric hands to assist the child in acquiring the ability to tell time. The hands may be prepared with cloth covered plastic molding in order to achieve a level of rigidity for the hands, or optionally, the hands may be simply cloth fabric. Although pink is a preferred embodiment for the panel representations, the clock, clock hands and numbers may be prepared in any variety of colors, textures and raised embroidery. 
         FIG. 18  depicts the upper right panel sensory section of the educational blanket for female children 2 to 7 years of age. More specifically, the figure illustrates a panel containing an embroidered Victorian style phone with numbers which may be used to educate the child in learning her own phone number, address and other memory skills. Although pink is a preferred embodiment for the panel representations, the phone and phone buttons may be prepared in any variety of colors, textures and raised embroidery. 
         FIG. 19  depicts the lower left panel sensory section of the educational blanket for female children 2 to 7 years of age. More specifically, the figure illustrates a panel containing an embroidered Victorian laced boot which allows the child to learn to tie her own shoes. Although pink is a preferred embodiment for the panel representations, the shoe, shoe lace and background may be prepared in any variety of colors, textures and raised embroidery. 
         FIG. 20A  depicts the lower right panel sensory section of the educational blanket for female children 2 to 7 years of age. More specifically, the figure illustrates a panel sensory section containing an embroidered purse containing a zipper near an adjacent side of the purse. The child safe zipper will be functional and a child will be able to raise and lower the zipper in order to develop greater hand/eye coordination, manual dexterity and rudimentary mechanics. Although pink is a preferred embodiment for the panel representations, the purse may be prepared in any variety of colors, textures and raised embroidery. 
         FIG. 20B  depicts the lower right panel sensory section of the educational blanket for female children 2 to 7 years of age. More specifically, the figure illustrates a panel sensory section containing an embroidered purse containing a zipper near an adjacent side of the purse, which has been lowered to reveal cat figures which are viewable by the child when the zipper lowered. Although pink is a preferred embodiment for the panel representations, the purse may be prepared in any variety of colors, textures and raised embroidery. 
     
    
    
     DETAILED DESCRIPTION OF THE INVENTION 
     The invention relates to a children&#39;s educational blanket which is be provided to children based specifically on age group and in older children, based on whether they are male or female, in order to provide supplemental educational benefits and sensory stimulation. 
     Specifically, the present invention provides an interactive educational blanket for newborn children composed of a fabric body such as for example organic cotton, which has been prepared from two separate pieces sewn together at the outer edges, filled with batting material for extra interior padding, the blanket further is composed, on one side of the blanket, four panels or sensory sections, containing visual and sensory stimulatory characterizations, which the child may view and manipulate, wherein, each panel contains a different visual and sensory representation. The opposite side of the blanket is comprised of a high quality, washable and durable fabric which provides comfort to the child when sleeping or holding the blanket. 
     In a preferred embodiment of the invention, the blanket measures 46 inches by 46 inches however, the scope of the present invention encompasses any appropriate size as will be known in the art, including 36 inches by 36 inches, 35 inches by 35 inches, 34 inches by 34 inches, 24 inches by 24 inches, 48 inches by 48 inches, 56 inches by 56 inches, 60 inches by 60 inches, 72 inches by 72 inches or any within any range thereof. In yet another embodiment, the blanket will be prepared from any appropriate fabric including but not limited to fleece, minky fabric, stretchy cotton, high quality organic cotton or other fabrics filled with batting material for interior padding as are known in the art. 
     The invention further provides an interactive educational blanket for children aged 6 to 24 months composed of a fabric body which has been prepared from two separate pieces sewn together at the outer edges, the blanket further composed on one side of the blanket, four panels containing visual and sensory stimulatory characterizations, which the child may view and manipulate with each panel containing a different visual and sensory representation. The opposite side of the blanket is comprised of a high quality, durable fabric which provides comfort to the child when sleeping or holding the blanket. 
     The invention further provides an interactive educational blanket for boys or girls 2 to 7 years of age composed of a fabric body which has been prepared from two separate pieces sewn together at the outer edges, the blanket further composed on one side of the blanket, four panels containing visual and sensory stimulatory characterizations, which the child may view and manipulate with each panel containing a different visual and sensory representation. The opposite side of the blanket is comprised of a high quality, durable fabric which provides comfort to the child when sleeping or holding the blanket. 
     Materials contemplated herein include the use of organic fabrics such as for example, organic cotton, grown without the use of pesticides or other additives. Proportion of materials used to the present invention include 97% cotton (organic) and 3% Lycra however, as contemplated herein, other appropriate materials and proportions for such materials, are within the scope of the invention. For manufacturing, methods known in the art are employed and include the use of automated machinery to embroider and produce the invention. The scope of the invention also includes hand weaving as well as automated mechanisms to produce the invention. 
     A preferred embodiment of the invention provides for an educational blanket directed to newborn children which, in addition to serving as a typical blanket, provides the child with sensory stimulation and character recognition of common animals, various visual shapes and different textures. Another preferred embodiment of the invention provides an educational blanket to children aged 6 to 24 months which, in addition to serving as a typical blanket, assists the child in developing hand to eye coordination and providing visual cues which build the child&#39;s experiences. 
     In yet another embodiment of the invention a child&#39;s educational blanket for boys or girls, 2 to 7 years of age is provided which, in addition to serving as a typical blanket, teaches more advanced skills such as tying one&#39;s shoe and telling time. The present invention further relates to an educational blanket for teaching children to recognize various objects and textures, using sight and touch and including, but not limited to animals, vegetables, household items and toys, environmental features and the like. 
     The term “sensory section” as used herein refers to the individual panels which provide specific learning tools for sensory stimulation. For example,  FIGS. 1 to 4  depict the blanket containing four sensory sections in each blanket for each of the child age groups and those for female and male children. 
     The term “organic”, “organic agriculture” as used herein refers to an ecological production management system that promotes and enhances biodiversity, biological cycles and soil biological activity. The terms refer to the minimal use of off-farm inputs and on management practices that restore, maintain and enhance ecological harmony. 
     The term “certified organic” as used herein refers an item that has been grown according to strict uniform standards that are verified by independent state or private organizations. Certification includes inspections of farm fields and processing facilities, detailed record keeping, and periodic testing of soil and water to ensure that growers and handlers are meeting the standards which have been set. 
     The term “organic fiber”, “organic cotton”, as used herein refers to a fiber or cotton which has been grown under the definitions set forth herein and grown organically as understood in the art and as defined herein. 
     The term “batting material”, “wadding” as used herein refers to a layer of insulation used in quilting between a top layer of patchwork and a bottom layer of backing material. Batting is usually made of cotton, polyester, and/or wool. 
     The term “blanket” as used herein refers to bed coverings such as for example quilts and the like and any other blanket-type bed cover as known in the art. Other examples include but are not limited to for example, sheets, pillow cases and the like. 
     Turning now to the substance of  FIGS. 1 to 20  and the preferred embodiments of the educational blanket.  FIGS. 1 through 4  demonstrate how the blanket is configured for each of the specified age groups and depending on whether the child is a girl or a boy.  FIGS. 1-4  illustrate a square blanket  18 ,  19 ,  20  and  21  which has four panels,  24 ,  25 ,  26 ,  27 ,  29 ,  30 ,  31 ,  32 ,  34 ,  35 ,  36 ,  37 ,  39 ,  40 ,  41 ,  42  adjacently sewn or embroidered into it. The blanket is prepared with a rear back section  23  which in a preferred embodiment will be a high quality fleece, minky fabric, high quality organic cotton or other appropriate high quality blanket material. The front section  22  is embroidered with four adjacent panels or sensory sections containing several characters which have been sewn into each of the four panels.  FIGS. 1-4  show the blanket configurations for newborn children  18 , a blanket for a child aged 6-24 months  19 , a blanket for a male child, 2-7 years of age  20  and a blanket for a female child, 2-7 years of age  21 . 
       FIG. 5  illustrates the upper left panel of the blanket for newborn children  24 . Several character  FIGS. 43 ,  44 ,  45 ,  46 ,  47  are sewn into the panel using any variety of appropriate fabrics and embroidery.  FIG. 6A  shows the preferred embodiment of the upper right panel for newborn children. A “Moses basket”  48 ,  50  is sewn into the panel and prepared with a flap  49  which when lifted (see  FIG. 6B ) reveals a figure of a baby Moses  51  within the basket. The basket, “baby Moses” and background  100 ,  101  of the panel are prepared with any appropriate fleece fabric, minky fabric, organic fibers such as organic cotton or other fabrics known in the art.  FIG. 7  is the lower left panel of the blanket for newborns and is prepared by embroidering a sun  54 , moon  52  and stars  53  into the panel using any appropriate fabric and materials. The embroidered characters and panel background  102  will have different textures so that the child becomes familiar with learning a variety of faces and sensations such as soft, bumpy, ripples, etc. 
       FIG. 8  illustrates the lower right panel  27  for newborn children and shows the panel embroidered with a phone  55 , which is provided with buttons  56  containing bulb squeakers, which sound when depressed by the child. The phone and panel background  103  is prepared with any appropriate blanket materials including but not limited to high quality fleece, minky fabric, high quality organic cotton and/or other materials as are known in the art. 
       FIGS. 9A and 9B  illustrates the upper left panel sewn into the blanket for children aged 6-24 months  29 , which is an embroidered zipper  57  located at the center of the panel  104 ,  108 , which when lowered allows a view of a grouping of bees  58 , located underneath the pocket. The bees are embroidered with various colors to highlight each of the features therein. The panel background  104 ,  108 , may be prepared in a variety of embroidered fabrics and textures. Likewise,  FIGS. 10A and 10B  compose the upper right panel  30  of the blanket for children aged 6 to 24 months. Specifically, the panel contains several labeled flaps  66 ,  67 ,  68 ,  69 ,  70 ,  71 ,  72  which when lifted by the child reveal a picture of a farm animal  59 ,  60 ,  61 ,  62 ,  63 ,  64 ,  65  which corresponds to the label on the corresponding flap. The flaps are attached to the panel by stitching  50  at the upper edge of the flap. The background, flaps and animal characters are prepared utilizing any variety of materials as known in the art, so to stimulate the visual and touch sensations of the child. 
       FIG. 11  illustrates the lower left panel  31  of the blanket for children aged 6 to 24 months and shows numerous crayons  73 ,  74 ,  75 ,  76 ,  77 ,  78 ,  79 ,  80  embroidered into the panel, which are prepared from a variety of appropriate fabrics including sateen and puffed fabric crayons. In a preferred embodiment, the crayons will be stuffed with filling or batting material to provide crayons that appear realistic to the child. In yet another preferred embodiment of the invention, the background  106  will be distinct from the colors of the crayons so to increase the visual stimulation of the child.  FIG. 12  illustrates various shapes and characters associated with the lower right panel  32  of the blanket for children aged 6 to 24 months. The characters are intended to provide visual and physical stimulation to a child when touching the panel or character. Characters of the preferred embodiment include squares, circles, and other abstract figures that will stimulate visual acuity and hand to eye coordination in the child. Embroidery of the characters includes utilization of various fabrics and colors appropriately sewn into the panel. 
       FIGS. 13 ,  14 ,  15 ,  16 A and  16 B illustrate the four adjacent panel sensory sections for the educational blanket for male children 2 to 7 years of age  34 ,  35 ,  36 ,  37 . Specifically,  FIG. 13  depicts the upper left panel of the blanket for male children aged 2 to 7 years and shows a stop watch  81  which provides an instructional platform by which the child may learn to tell time with the assistance of a parent or caregiver. The hands of the watch  82 ,  83 , are prepared in a firm material such as pliable plastic or fabric containing plastic so that the hands may be manipulated and moved to specific areas of the clock face. Optionally, the clock hands may be prepared from fabric absent any plastic interior molding. 
     The panel background  112  may be embroidered in any appropriate material known in the art of blanket making. The numerals in the clock face are English so to educate the child in recognition of numbers. Further,  FIG. 14  shows the upper right panel for male children aged 2 to 7 years of age and depicts a phone  84  with phone numbers  85  that may be depressed by the child. In a preferred embodiment, the phone or encompassing theme of the panel will be blue, although other colors may be incorporated for the panel. A variety of textures and fabrics may be utilized to embroider the phone into the panel. 
     In a preferred embodiment, the lower left panel  36  of the blanket for boys aged 2 to 7 years depicts an athletic shoe embroidered into the panel. Further, a preferred embodiment includes shoe panel flaps  50 , and a shoe lace  113 , that allow the child to tie and untie the shoe lace and open the shoe flaps to tighten or loosen the shoe lace. The shoe sole  86  is included and will be a distinctive fabric. The shoe lace will be threaded through holes  87  in the shoe flap and will provide enough string for the child to tie the shoe.  FIGS. 16A and 16B  depict the lower right panel  37  of the blanket for boys aged 2 to 7 years. 
     Specifically, the panel illustrates a football  88  with a child safe zipper  57 . The football is embroidered into the panel utilizing appropriate materials as known in the art. When the zipper is lowered the inside of the football reveals a view of a grouping of dogs  89  that are embroidered in a variety of textures and colors that are accessible and may be touched by the child. 
     A preferred embodiment for the educational blanket for girls aged 2 to 7 years is depicted in  FIGS. 17 to 20 . Specifically,  FIG. 17  illustrates a clock  90  with movable hands  91 ,  92 . The hands are prepared with firm material such as pliable plastic or fabric encased around plastic so that the child may freely manipulate the hands to specific times. The background  120 , clock and clock hands are prepared in any variety of appropriate fabrics and embroidered to optimize the visual and hand acuity stimulation of the child. 
       FIG. 18  depicts a preferred embodiment of the upper right panel of the blanket for females 2 to 7 years of age  40 . Specifically, the panel will contain a Victorian style phone  93  with numbers  99  that, with assistance from a parent or caregiver, allow a child to become familiar with her own phone number. The panel background  121 , phone and numerals are prepared in any appropriate variety of fabrics and textures to maximize the educational benefits and visual stimulation to the child. Similarly,  FIG. 19  shows a sensory panel  41  of a woman&#39;s shoe  94  prepared with an embroidered shoe lace  124 . Shoe flaps  50  open as shown and allow the child to tie the shoe lace as she would her own shoe. The shoe, shoe lace and panel background  122  are embroidered and sewn in a variety of materials appropriate for a child&#39;s blanket as known in the art. 
       FIGS. 20A and 20B  illustrate the lower right panel of the educational blanket for females 2 to 7 years of age  42 . Specifically, the panel depicts a purse  95  which contains a zipper  57  located adjacent to the left edge of the embroidered purse. The zipper is embroidered in as known in the art and may be raised and lowered similar to a typical zipper. When lowered, inside the purse, the child will view a grouping of cats  96  embroidered into the purse center. The purse and panel background  123 , are embroidered from any variety of appropriate fabrics and textures to optimize the child&#39;s sense of visual and touch stimulation. 
     The present invention is directed to an interactive educational blanket for newborn children, children aged 6 to 24 months, and children 2 to 7 years of age, comprised of fabric body which has been prepared from two separate high quality pieces of fabric, preferably fleece, minky fabric or high quality organic fibers such as cotton, sewn together at the outer edges filled with batting or wadding material for extra interior padding. The blanket further includes, on one side of the blanket, four panels containing visual and sensory stimulatory characterizations, which the child may view and manipulate, thus, providing the child with a variety of visual and sensory representation in each panel. The opposite side of the blanket is comprised of a high quality, durable fabric, which provides comfort to the child when sleeping or holding the blanket. 
     Advantages of the present invention over that known in the art include the ability to convey information to various age groups to foster educational development in the form of hand to eye coordination, life-long skills such as shoe tying and telling time and the rudimentary skills of letter and number recognition. 
     Although the invention has been described with reference to the above description, it will be understood that modifications and variations are encompassed within the spirit and scope of the invention. Accordingly, the invention is limited only by the following claims.