Patent Publication Number: US-11654376-B2

Title: Count and slide ring chute

Description:
TECHNICAL FIELD 
     This disclosure relates to toys and more particularly to infant and toddler toys. 
     BACKGROUND 
     Children begin to learn to use their vision to follow the movement of objects in motion at the infant and toddler stage. Infants and toddlers can benefit from playing with toys to help with the development of visual memory and visual perception. Such toys can be designed to facilitate development of the children&#39;s fine motor skills, to assist with their understanding of object permanence, and to facilitate development of cause-and-effect thinking skills. Improvements in the design, configuration, and safety of such toys and their components are continually sought. 
     SUMMARY 
     In general, this disclosure relates to toys that include one or more shelves, a chute, and one or more objects that are configured to be inserted into the toy and to slide on the chute. 
     In one aspect, this disclosure relates to a toddler toy including a box including one or more internal horizontal shelves extending to different depths from one or more corresponding openings at a front end of the box; and a chute positioned below the one or more internal horizontal shelves, the chute configured to return one or more objects falling from distal ends of the one or more internal horizontal shelves, in response to an additional object pushed onto the one or more internal horizontal shelves through the one or more corresponding openings, to a retrieval opening at the front end of the box. 
     In some embodiments, a back wall of the box defines a rear opening sized to receive the one or more objects. 
     In some embodiments, the chute includes a distal end coupled to the back wall, below the rear opening, and a proximal end at the front end of the box. 
     In some embodiments, the rear opening is directly aligned with a corresponding opening of the one or more corresponding openings. 
     In some embodiments, the box includes one or more windows. 
     In some embodiments, a window from the one or more windows is a transparent panel positioned above the one or more internal horizontal shelves. 
     In some embodiments, the one or more windows are aligned with the one or more shelves. 
     In some embodiments, the one or more objects and the additional object include rings. 
     In some embodiments, the rings have a height that is at least about 50% of a height of the openings at the front end of the box. 
     In some embodiments, the one or more objects and the additional object include blocks. 
     In some embodiments, the one or more objects and the additional object are configured to slide on a surface of the chute. 
     In some embodiments, the one or more objects and the additional object include disks. 
     In some embodiments, the disks are wheels attached to the blocks. 
     In some embodiments, the one or more objects and the additional object are configured to roll on a surface of the chute. 
     In some embodiments, the front end of the box is open. 
     In some embodiments, the chute has a curved surface. 
     In some embodiments, the chute has a planar surface. 
     In some embodiments, the chute extends downwardly towards the retrieval opening. 
     In another aspect, the present disclosure features a toddler toy including a box including a first internal horizontal shelf, a second internal horizontal shelf, and a third internal horizontal shelf, the first, second, and third internal horizontal shelves extending to different depths from corresponding openings at a front end of the box; and a chute positioned below the first, second, and third internal horizontal shelves, the chute configured to return one or more objects falling from distal ends of the shelves, in response to an additional object pushed onto the shelf through the corresponding opening, to a retrieval opening at the front end of the box, wherein the chute has a curved surface extending downwardly towards the retrieval opening, and wherein a side wall of the box defines a first window, a second window, and a third window, the first, second, and third windows having a length that is about equal to a corresponding length of each of the first, second, and third internal horizontal shelves. 
     In another aspect, the present disclosure features a toddler toy including a box including a first internal horizontal shelf, a second internal horizontal shelf, and a third internal horizontal shelf, the first, second, and third internal horizontal shelves extending to different depths from corresponding openings at a front end of the box; and a chute positioned below the first, second, and third internal horizontal shelves, the chute configured to return one or more objects falling from distal ends of the shelves, in response to an additional object pushed onto the shelf through the corresponding opening, to a retrieval opening at the front end of the box, wherein the chute has a planar surface extending downwardly towards the retrieval opening, and wherein the box includes a transparent panel positioned above the first, second, and third internal horizontal shelves. 
     In some embodiments, the rear opening is positioned above the chute. 
     In some embodiments, the rear opening is positioned above the one or more shelves. In some embodiments, the rear opening is directly opposed to a corresponding opening of the one or more corresponding openings. 
     In some embodiments, a side wall of the box defines one or more windows. 
     In some embodiments, the box includes a first shelf, a second shelf, and a third shelf extending to corresponding first, second, and third depths from the corresponding openings at the front end of the box. 
     In some embodiments, the first shelf extends to a first depth that is greater than the second and third depths. 
     In some embodiments, the second shelf extends to a second depth that is greater than the third depth. 
     In some embodiments, the first, second, and third shelves have different lengths. 
     In some embodiments, the corresponding openings are sized to receive the one or more objects. 
     In some embodiments, the corresponding openings are sized to receive one object, of the one or more objects, at a time. 
     In some embodiments, the rear opening is sized to receive an object from the one or more objects, at a time. 
     In some embodiments, the one or more windows have a rounded rectangular shape having a length that is about equal to the length of the one or more internal horizontal shelves. 
     Embodiments may provide one or more of the following advantages. 
     Various embodiments of the present disclosure relate to toys preferably intended for use by toddlers and/or infants of age three and under. The toys of the disclosure are therefore designed to be approved for use by children under three years of age e.g., in the United States and European Union (per the 16 Code of Federal Regulations (C.F.R.) Part 1501 and The Toy Safety Directive 2009/48/EC, respectively). For example, the toys do not have sharp edges and points that could present a hazard to the user. In another example, the toys meet hazardous substance requirements. 
     In some embodiments, the toys include one or more windows or panels that provide a user (e.g., an infant and/or toddler) with visual confirmation of the movement of the objects as they are loaded onto shelves and pushed off onto the chute. The windows or panels of the toy can further facilitate development of visual perception and of the infant and/or toddler and assist with their understanding of object permanence by allowing the user to observe the movement of the object. 
     In some embodiments, the toys provide a user with three horizontal shelves of varying lengths that are configured to hold a varying number of objects (e.g., rings) that the user can push off onto the chute. For example, a first horizontal shelf has a first length that can hold one object, a second shelf has a second horizontal length that can hold two objects, and a third shelf has a third horizontal length that can hold three objects. The varying lengths of the toy can facilitate development of cause-and-effect thinking skills of the infant and/or toddler by allowing the user to learn each shelf holds a different number of objects. 
     In some embodiments, the toys include one or more openings that provide the user access to the horizontal shelves. The one or more openings are designed to have a width that is less than a width of two contiguous rings. For example, the user is unable to simultaneously introduce two rings into the one or more openings. Such design ensures the one or more openings fit only one ring at a time and, by doing so, the design facilitates the development of the fine motor skills of the infant and/or toddler. 
     The details of one or more embodiments of the invention are set forth in the accompanying drawings and the description below. Other features, objects, and advantages of the invention will be apparent from the description and drawings, and from the claims. 
    
    
     
       DESCRIPTION OF DRAWINGS 
         FIG.  1    is a perspective view of a toy. 
         FIG.  2    is a front view of the toy of  FIG.  1   . 
         FIG.  3    is a cross-sectional view of the toy taken along the line A-A of  FIG.  2   . 
         FIG.  4    is a side view of the toy of  FIG.  1   . 
         FIG.  5    is a top view of a ring. 
         FIG.  6    is a side view of the ring of  FIG.  5   . 
         FIG.  7    is a front view of the toy of  FIG.  1    including three or more rings. 
         FIG.  8    is a partial, cross-sectional view of the toy taken along the line A-A of  FIG.  2    and further including three rings. 
         FIG.  9    is a side view of the toy of  FIG.  1    including two rings. 
         FIG.  10    is a perspective view of a toy including wheeled blocks. 
     
    
    
     Like reference symbols in the various drawings indicate like elements. 
     DETAILED DESCRIPTION 
       FIG.  1    illustrates a toy  100  that can be used by a toddler and/or infant (e.g., under three years of age) for play and/or educational purposes. The toy  100  includes a box  102  defining an interior space  128  that includes a first internal horizontal shelf  104   a , a second internal horizontal shelf  104   b , a third internal horizontal shelf  104   c , and a chute  124 . The toy  100  can further include one or more objects (e.g., one or more rings), which are inserted into the box  102  by the user such that the objects are held by the first, second, and/or third internal horizontal shelves  104   a ,  104   b ,  104   c  and/or slide on the chute  124 . The toy  100  is typically made of one or more rigid materials that can withstand foreseeable use and/or damage by children. Example materials from which the toy  100  may be made include wood (e.g., birch plywood). 
     Referring to  FIG.  2   , the box  102  includes a pair of side walls  112 ,  113  that are integrally connected with a top wall  116 , a bottom wall  118 , and a back wall  120  to form a rectangular prism shape. The box  102  is open-ended and has a front end  110  that is open. The front end  110  can provide a user access to the interior space  128  of the box  102 . The first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  have different lengths and extend from different openings at the front end  110  to different depths within the interior space  128  of the box  102 . For example, the first internal horizontal shelf  104   a  extends from a first opening  106   a  to a first depth of the box  102 . The second internal horizontal shelf  104   b  extends from a second opening  106   b  to a second depth of the box  102 . The third internal horizontal shelf  104   c  extends from a third opening  106   c  to a third depth of the box  102 . The first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  are arranged such that the first internal horizontal shelf  104   a  is positioned above the second internal horizontal shelf  104   b , and the second internal horizontal shelf  104   b  is positioned above the third internal horizontal shelf  104   c . In this manner, the third internal horizontal shelf  104   c  and the bottom wall  118  define a retrieval opening  108  that provides a user access to retrieve one or more objects that may be slid on the chute. The first, second, and third openings  106   a ,  106   b ,  106   c  are sized to receive one or more objects (e.g., rings) to be slid on the chute  124 . 
     The first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  typically have a width of about 76 millimeters (mm) to about 86 mm (e.g., about 81 mm). The first, second, and third openings  106   a ,  106   b ,  106   c  typically have a width of about 76 mm to about 86 mm (e.g., about 81 mm). Thus, the first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  typically have a width that is about equivalent to the width of the first, second, and third openings  106   a ,  106   b ,  106   c . The first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  typically have a width that is greater than a width of an object (e.g., a ring) inserted through the first, second, and/or third openings  106   a ,  106   b ,  106   c . The first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  typically have a width that is less than a width of two contiguous objects (e.g., two contiguous rings), configured to be used inserted through the first, second, and/or third openings  106   a ,  106   b ,  106   c . The first, second, and third openings  106   a ,  106   b ,  106   c  typically have a width that is greater than a width of an object (e.g., a ring) inserted through the first, second, and/or third openings  106   a ,  106   b ,  106   c . The first, second, and third openings  106   a ,  106   b ,  106   c  typically have a width that is less than a width of two contiguous objects (e.g., two contiguous rings) that are configured to be used inserted through the first, second, and/or third openings  106   a ,  106   b ,  106   c.    
       FIG.  3    illustrates a cross-sectional view of  FIG.  2    through line A-A. The first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  are secured to the side walls of the box in decreasing order according to their length. In some embodiments, the first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  can be secured to the side walls via an adhesive (e.g., polyvinyl acetate (PVA) adhesive, polyurethane adhesive, or the like) or a fastener (e.g., a screw). In another example, the side walls  112 ,  113  can define slots configured to receive the first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c.    
     The first internal horizontal shelf  104   a  has a first length that is greater than the lengths of the second internal horizontal shelf  104   b  and the third internal horizontal shelf  104   c . The second internal horizontal shelf  104   b  has a second length that is less than the length of the first internal horizontal shelf  104   a  and that is greater than the third internal horizontal shelf  104   c . The third internal horizontal shelf  104   c  has a third length that is less than the length of the first and second internal horizontal shelves  104   a ,  104   b . Similarly, the first internal horizontal shelf  104   a  extends to a first depth, within the interior space  128  of the box  102 , that is greater than the second and third depths. The second internal horizontal shelf  104   a  extends to a second depth that is greater than the third depth and less than the first depth. The third internal horizontal shelf  104   c  extends to a third depth that is less than the first and second depths. 
     The first internal horizontal shelf  104   a  typically has a length of about 138 mm to about 158 mm (e.g., about 148 mm). The second internal horizontal shelf  104   b  typically has a length of about 88 mm to about 108 mm (e.g., about 98 mm). The third internal horizontal shelf  104   c  typically has a length of about 38 mm to about 58 mm (e.g., about 48 mm). The first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  typically have a thickness of about 1 mm to about 10 mm (e.g., about 4 mm). 
     The first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  are spaced out substantially equidistantly from each other such that the first, second, and third openings have about the same height. The first, second, and third openings  106   a ,  106   b ,  106   c  typically have a height that is less than a height of two stacked objects (e.g., two rings stacked vertically on top of each other) that are configured to be used inserted through any of the first, second, and third openings  106   a ,  106   b ,  106   c . The first, second, and third openings  106   a ,  106   b ,  106   c  typically have a height that is about half of the length of the third internal horizontal shelf  104   c . The first, second, and third openings  106   a ,  106   b ,  106   c  typically have a height of about 12 mm to about 32 mm (e.g., about 22 mm). 
     The toy  100  includes a chute  124  extending downwardly from a distal end  138  to a proximal end  140  near the retrieval opening  108 . The distal end  138  of the chute  124  is secured to the back wall  120  and the proximal end  140  of the chute  124  is secured to a proximal end  142  of the bottom wall  118  near the front end  110  of the box. The distal end  138  of the chute  124  is secured to the back wall  120  at an attachment point that is aligned with the second opening  106   b . The back wall  120  of the box defines a rear opening  122  that is sized to receive the one or more objects (e.g., rings). The rear opening  122  is directly aligned with the first opening  106   a . The distal end  138  of the chute  124  is secured to a portion of the back wall  120  that is below the rear opening  122 . The chute  124  is secured to the box via a fastener  130  (e.g., a screw). The back wall  120  further includes an insert  132  receiving the fastener  130 . The insert  132  can be made out of any suitable material (e.g., plastic). The chute  124  is positioned below the first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c  and is configured to return one or more objects (e.g., rings) falling from a distal end  134  of the first, second, and/or third internal horizontal shelves  104   a ,  104   b ,  104   c . The one or more objects (e.g., rings) can fall in response to an additional object being pushed onto the shelf holding the objects after being inserted through the first, second, and/or third openings  106   a ,  106   b ,  106   c . Once the object falls from a distal end  134 , it lands on a curved surface  136  of the chute  124  and rolls to the retrieval opening  108  at the front end  110  of the box. 
     When in use, the user (e.g., a toddler and/or infant) inserts a first object through one of the first, second, or third openings  106   a ,  106   b ,  106   c  and onto a corresponding shelf of the first, second, or third internal horizontal shelves  104   a ,  104   b ,  104   c . The user subsequently inserts a second object through the same opening and pushes the first object resting on the shelf in order to cause the first object to fall off of the distal end  134  of the shelf and onto the curved surface  136  of the chute  124 . If the first object does not fall off of the distal end  134  of the shelf after the second object is inserted, the step is repeated (e.g., a third, fourth, or more objects are inserted to push the first object onto the chute  124 ). The user can also insert an object through the rear opening  122  such that the object reaches the curved surface  136  of the chute  124  without the need to use a second object to push it onto the chute  124 . Once the object contacts the curved surface  136  of the chute  124 , the object slides downwardly on the chute  124  until it reaches the retrieval opening  108  where the user can access the object. 
     The chute  124  is typically made of one or more rigid materials that can have a substantially smooth surface on which the one or more objects (e.g., rings) can slide on. Example materials from which the chute  124  may be made include wood (e.g., birch plywood). 
     Referring to  FIG.  4   , the side wall  112  is provided as a rectangular side wall having a length that is greater than a height of the box. The side wall  112  and side wall  113  (shown in  FIG.  2   ) typically have equivalent heights and have rounded corners to prevent any potential hazard to the user and to comply with toy safety requirements. The length of the side wall  112  typically has a length of about 199 mm to about 219 mm (e.g., about 209 mm). The height of the box (i.e., the height of side wall  112 ) typically has a height of about 154 mm to about 174 mm (e.g., about 154 mm). 
     The side wall  112  further defines a first window  114   a , a second window  114   b , and a third window  114   c  that are aligned with first, second, and/or third internal horizontal shelves  104   a ,  104   b ,  104   c . In other words, the first, second, and third windows  114   a ,  114   b ,  114   c  allow a user to observe the one or more objects as they are placed and/or pushed along on the first, second, and/or third internal horizontal shelves  104   a ,  104   b ,  104   c  to cause an additional object to slide down the chute  124 . The first, second, and third windows  114   a ,  114   b ,  114   c  are typically made of a transparent material (e.g., a transparent plastic). The first, second, and third windows  114   a ,  114   b ,  114   c  are shaped as rounded rectangles (e.g., a rectangle with rounded corners) with varying lengths corresponding to the lengths of the first, second, and third internal horizontal shelves  104   a ,  104   b ,  104   c . For example, the first window  114   a  has a length that is about equal to the length of the first internal horizontal shelf  104   a , the second window  114   b  has a length that is about equal to the length of the second internal horizontal shelf  104   b , and the third window  114   c  has a length that is about equal to the length of the third internal horizontal shelf  104   c.    
     The first window  114   a  typically has a length of about 132 mm to about 152 mm (e.g., about 142 mm). The second window  114   b  typically has a length of about 87 mm to about 107 mm (e.g., about 97 mm). The third window  114   c  typically has a length of about 37 mm to about 57 mm (e.g., about 47 mm). The first, second, and third windows  114   a ,  114   b ,  114   c  typically have a height of about 3 mm to about 23 mm (e.g., about 13 mm). 
       FIGS.  5  and  6    illustrate top and side views, respectively, of a ring  126  that is configured to be used with toy  100  (shown in  FIG.  1   ). The toy  100  (shown in  FIG.  1   ) includes four rings  126 . The first internal horizontal shelf  104   a  can hold three contiguous rings  126 , as shown in  FIG.  8   . The ring  126  typically has an inner diameter that is 10 mm to about 30 mm. The ring  126  typically has an inner diameter that is 40 mm to about 60 mm (e.g., about 50 mm). The ring  126  typically has a height that is 3 mm to about 23 mm (e.g., about 10 mm). The ring  126  is typically made of one or more rigid materials that can withstand foreseeable use and/or damage by children. Example materials from which the ring  126  may be made include wood (e.g., birch plywood). 
       FIGS.  7 ,  8 , and  9   , show the toy  100  being used in combination with the rings  126 . During play, the user can insert the rings  126  into any of the first, second, and third openings  106   a ,  106   b ,  106   c . For example,  FIG.  7    shows a first ring  126   a  on the chute  124 , a second ring  126   b  on the third internal horizontal shelf  104   c , and a third ring  126   c  on the first internal horizontal shelf  104   a . The fourth ring  126   d  is not shown in  FIG.  7   . To arrive at this arrangement rings, the user may first insert the first ring  126   a  into the third opening  106   a  and onto the third internal horizontal shelf  104   c . Next, the user may push the first ring  126   a  off of the third internal horizontal shelf  104   c  by inserting the second ring  126   b  into the third opening  106   a  and onto the third internal horizontal shelf  104   c , thereby causing it to slide on the chute  124  and arrive at the retrieval opening  108 . Still referring to the arrangement of rings  126  in  FIG.  7   , the user may further start moving the rings onto the first internal horizontal shelf  104   a . For example,  FIG.  7    shows the third ring  126   c  resting on the first internal horizontal shelf  104   a.    
       FIG.  8    shows another example arrangement of the rings  126  and the toy  100  during use or play. In this partial, side cross-sectional view, the rings  126  are shown to be aligned contiguously on the first internal horizontal shelf  104   a . During play, the user may further use a fourth ring to push the first ring off of the distal end  134  of the first internal horizontal shelf  104   a  and onto the chute  124 . The first, second, and third openings  106   a ,  106   b ,  106   c  are sized to receive one ring  126  at a time. The height of the ring  126  is at least about 50% of the height of the first, second, and third openings  106   a ,  106   b ,  106   c  at the front end  110  of the box. Similarly, the rear opening  122  is sized to receive one ring  126  at a time. For example, the height of the ring  126  is at least about 50% of the height of the rear opening. 
       FIG.  9    shows yet another example arrangement of the rings  126  and the toy  100  during use or play. In this arrangement, two rings  126  are resting on the second internal horizontal shelf (not shown in this view). The user can observe the movement of the rings  126  via the first, second, and third windows  114   a ,  114   b ,  114   c . In this example, the user may be able to observe the rings through the second window  114   b  when viewing the toy  100  from a side angle or side view. The ability of the child (e.g., infant and/or toddler) to observe movement of the rings and visually confirm the number of rings that have been inserted, for example, can advantageously extend engagement of the child with the toy  100  during play and further facilitate development of any the afore-mentioned skills (e.g., cause-and-effect thinking skills, fine motor skills, and the like). 
       FIG.  10    shows a toy  200  that can be used by a toddler and/or infant (e.g., under three years of age) for play and/or educational purposes. The toy  200  is typically made of one or more rigid materials that can withstand foreseeable use and/or damage by children. Example materials from which the toy  200  may be made include wood (e.g., birch plywood). The toy  200  includes a box  202  and a first, second, third, fourth, fifth, and sixth wheeled blocks  210   a ,  210   b ,  210   c ,  210   d ,  210   e ,  210   f.    
     The box  202  includes a pair of side walls  212 ,  213  that are integrally connected with a bottom wall  214 , a rear wall  216 , and a front wall  226 . The side walls  212 ,  213  and the rear wall  216  receive a panel  218  that together with the side walls  212 ,  213  form a substantially rectangular prism shape. The side walls  212 ,  213  and the rear wall  216  define slots  228  near upper portions  230 . The slots  228  are configured to receive the panel  218  and secure it in place. The panel  218  is typically made of a transparent material (e.g., a transparent plastic) and allows a user to observe the one or more objects as they may be placed and/or pushed along on the first, second, and/or third internal horizontal shelves  206   a ,  206   b ,  206   c  and as they may be slid down the chute  208 . The front wall  226  has height that is smaller than a height of the side walls  212 ,  213  and the rear wall  216 . For example, the front wall  226  can have a height that is about a third of the height of the side walls  212 ,  213  and the rear wall  216 . The height of the front wall  226  facilitates retaining the one or more objects at a retrieval opening  224  after they slide down the chute  208  while still allowing the user access to the objects. Each of the side walls  212 ,  213  define cutouts  232  near front portions  234  of the side walls  212 ,  213 . The cutouts are C-shaped and can provide a user access to the retrieval opening  224  and the chute  208 . 
     The box  202  defines an interior space  204  that includes a first internal horizontal shelf  206   a , a second internal horizontal shelf  206   b , a third internal horizontal shelf  206   c , and a chute  208 . The box  202  is open-ended and has a front end  220  that is open. The front end  220  can provide a user access to the interior space  204  of the box  202 . The first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c  have different lengths and extend from a first, second, and third openings  222   a ,  222   b ,  222   c , respectively, at the front end  220  to different depths within the interior space  204  of the box  202 . For example, the first internal horizontal shelf  206   a  extends from the first opening  222   a  to a first depth of the box  202 . The second internal horizontal shelf  206   b  extends from the second opening  222   b  to a second depth of the box  202 . The third internal horizontal shelf  206   c  extends from the third opening  222   c  to a third depth of the box  202 . The first, second, and third openings  222   a ,  222   b ,  222   c  are defined by first and second dividers  238   a ,  238   b  that are secured to and extend from a top surface of the shelves to a bottom surface of the panel  218 . The first and second dividers  238   a ,  238   b  are typically made of a transparent material (e.g., a transparent plastic) and allow a user to observe the one or more objects when they are within the interior space  204  of the box  202 . The first and second dividers  238   a ,  238   b  can be made of the same material that the panel  218  is made out of. 
     The first internal horizontal shelf  206   a  has a first length that is less than the lengths of the second internal horizontal shelf  206   b  and the third internal horizontal shelf  206   c . The second internal horizontal shelf  206   b  has a second length that is less than the length of the third internal horizontal shelf  206   c  and that is greater than the first internal horizontal shelf  206   a . The third internal horizontal shelf  206   c  has a third length that is greater than the length of the first and second internal horizontal shelves  206   a ,  206   b . Similarly, the first internal horizontal shelf  206   a  extends to a first depth, within the interior space  204  of the box  202 , that is greater than the second and third depths. The second internal horizontal shelf  206   b  extends to a second depth that is greater than the first depth and less than the third depth. The third internal horizontal shelf  206   c  extends to a third depth that is greater than the first and second depths. 
     The first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c  typically have equivalent widths that are about a third of the width of the box  202 . The first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c  typically have a width that is greater than a width of an object (e.g., a wheeled block) configured to be inserted through the first, second, and/or third openings  206   a ,  206   b ,  206   c . The first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c  typically have a width that is less than a width of two contiguous objects (e.g., two wheeled blocks), configured to be used inserted through the first, second, and/or third openings  206   a ,  206   b ,  206   c.    
     The first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c  are arranged such that the first internal horizontal shelf  206   a  is positioned adjacent to the side wall  212  and the second internal horizontal shelf  206   b , the second internal horizontal shelf  206   b  is adjacent to the first and third internal horizontal shelves  206   a ,  206   c , and the third internal horizontal shelf  206   c  is adjacent to the side wall  213  and to the internal horizontal shelf  206   b . In this manner, the underside of the first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c , the side walls  212 ,  213 , and the front wall  226  define the retrieval opening  224  that provides a user access to retrieve one or more objects that may be slid on the chute. The first, second, and third openings  222   a ,  222   b ,  222   c  are sized to receive one or more objects to be slid on the chute  208 . 
     The first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c  are secured to the side walls  212 ,  213  of the box  202  and are arranged in a decreasing order according to their length. In some embodiments, the first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c  can be secured to the side walls via an adhesive (e.g., polyvinyl acetate (PVA) adhesive, polyurethane adhesive, or the like) or a fastener (e.g., a screw). In another example, the side walls  112 ,  113  can define slots configured to receive the first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c.    
     The chute  208  has a planar surface that extends and slopes downwardly from a first end  236  to the front wall  226 . The one or more objects (e.g., wheeled blocks) can fall in response to an additional object being pushed onto the shelf holding the objects after being inserted through the first, second, and/or third openings  222   a ,  222   b ,  222   c . Once the object falls from the first end  236 , it lands on an inclined surface or inclined plane of the chute  208  and rolls to the retrieval opening  224  at the front end  220  of the box  202 . The inclined surface of the chute  208  can have a surface roughness that facilitates the sliding of one or more objects (e.g., by reducing or minimizing the resistance that the objects encounters when moving over the inclined surface). The chute  208  is typically made of one or more rigid materials that can have a substantially smooth surface on which the one or more objects (e.g., wheeled blocks) can slide on. Example materials from which the chute  208  may be made include wood (e.g., birch plywood). 
     As previously mentioned, the toy  200  includes first, second, third, fourth, fifth, and sixth wheeled blocks  210   a ,  210   b ,  210   c ,  210   d ,  210   e ,  210   f  that are configured to slide on the chute  208 . The first, second, third, fourth, fifth, and sixth wheeled blocks  210   a ,  210   b ,  210   c ,  210   d ,  210   e ,  210   f  have a substantially rectangular shape and include four wheels  240 . The wheels  240  can be secured to the wheeled blocks by rotatably mounting the wheels  240  to axles that traverse the wheeled blocks such that the wheels  240  rotate freely on the axles. A pair of wheels  240  are attached to each side of the wheeled blocks. The wheels  240  can facilitate the rolling and/or sliding of the wheeled blocks on the internal horizontal shelves and the chute. The first, second, third, fourth, fifth, and sixth wheeled blocks  210   a ,  210   b ,  210   c ,  210   d ,  210   e ,  210   f  are sized to be received by the first, second, and/or third openings  222   a ,  222   b ,  222   c , the first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c , and/or the chute  208 . 
     The first, second, third, fourth, fifth, and sixth wheeled blocks  210   a ,  210   b ,  210   c ,  210   d ,  210   e ,  210   f  are typically made of one or more rigid materials that can withstand foreseeable use and/or damage by children. Example materials from which the wheeled blocks may be made include wood (e.g., birch plywood). The wheels  240  are typically made of one or more rigid materials that can withstand foreseeable use and/or damage by children. Example materials from which the wheeled blocks may be made include wood (e.g., birch plywood), rubber, plastic, or the like. 
     Each of the internal horizontal shelves is sized to fit and support a different number of wheeled blocks. For example, the first internal horizontal shelf  206   a  can hold one abutting wheeled block at most, the second internal horizontal shelf  206   b  can hold two abutting wheeled blocks at most, and the third internal horizontal shelf  206   c  can hold three abutting wheeled blocks at most. The first, second, third, fourth, fifth, and sixth wheeled blocks  210   a ,  210   b ,  210   c ,  210   d ,  210   e ,  210   f  typically have a width that is less than the width of the first, second, and third openings  222   a ,  222   b ,  222   c.    
     Each of the first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c  include one or more markings that denote the number of wheeled blocks that can be supported by each shelf. For example, the first internal horizontal shelf  206   a  includes a first marking  242   a  denoting the number one, the second internal horizontal shelf  206   b  includes the first marking  242   a  and a second marking  242   b  denoting the number two, and the third internal horizontal shelf  206   c  includes the first and second markings  242   a ,  242   b  and a third marking  242   c  denoting the number three. The first, second, and third markings  242   a ,  242   b ,  242   c  can be manually or mechanically marked on a top surface of the first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c . The first, second, and third markings  242   a ,  242   b ,  242   c  can be painted, etched, or printed on a top surface of the first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c . For example, the first, second, and third markings  242   a ,  242   b ,  242   c  can be mechanically scribed (e.g., etched or printed) on a top surface of the first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c . In another example, the first, second, and third markings  242   a ,  242   b ,  242   c  can be manually labeled (e.g., by using an adhesive label, ink, paint, or the like) on a top surface of the first, second, and third internal horizontal shelves  206   a ,  206   b ,  206   c . The first, second, and third markings  242   a ,  242   b ,  242   c  may facilitate development of early math skills in children that use the toy  200  by providing both abstract representations of numbers (e.g., the markings) and concrete materials (e.g., the wheeled blocks). 
     During play, the user can insert one or more wheeled blocks into any of the first, second, and third openings  222   a ,  222   b ,  222   c . For example,  FIG.  10    shows the first and second wheeled blocks  210   a ,  210   b  on the third internal horizontal shelf  206   c . The user may push the first and/or second wheeled blocks  210   a ,  210   b  off of the third internal horizontal shelf  206   c  by inserting the third wheeled block into the third opening  222   c  and onto the third internal horizontal shelf  206   c , thereby causing it to slide on the chute  208  and arrive at the retrieval opening  224 . 
     While the above-discussed toy  100  has been described and illustrated as with respect to certain dimensions, shapes, arrangements, configurations, and material formulations, and with respect to certain methods, in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  100 , or to any of the above-discussed boxes, shelves, or chutes, may include one or more dimensions, shapes, arrangements, configurations, and/or materials formulations that are different from the ones discussed above or may be used with respect to methods that are modified as compared to the methods described above. For example, while the toy  100  has been described and illustrated as including a box  102  with a substantially rectangular shape, in some embodiments, a box that is otherwise substantially similar in construction and function to the box  102  may alternatively include a container that has a substantially cuboidal shape (e.g., with a square cross-sectional shape) or a substantially triangular prism shape (e.g., with a triangle cross-sectional shape). 
     While the toy  100  has been described and illustrated as including the first, second, and/or third internal horizontal shelves  104   a ,  104   b ,  104   c , in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  100  may include one or more shelves (e.g., 1, 2, 3, 4, or more shelves). 
     While the toy  100  has been described and illustrated as including a chute  124  with a distal end  138  that is secured to the back wall  120  at an attachment point that is aligned with the second opening  106   b , in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  100  may include a chute  124  with a distal end  138  that is secured to the back wall  120  at an attachment point that is aligned with the first opening  106   a  or with the third opening  106   c.    
     While the toy  100  has been described and illustrated as including first, second, and third windows  114   a ,  114   b ,  114   c  shaped as rounded rectangles, in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  100  may include first, second, and third windows of a suitable shape other than a rounded rectangle (e.g., a rectangular shape, a circular shape, or the like). 
     While the toy  100  has been described and illustrated as including first, second, and third windows  114   a ,  114   b ,  114   c , in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  100  may include one or more windows (e.g., 1, 2, 3, 4, or more). 
     While the toy  100  has been described and illustrated as including first, second, and third windows  114   a ,  114   b ,  114   c  having a length that is about equal to a length of the first, second, and/or third internal horizontal shelves  104   a ,  104   b ,  104   c , respectively, in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  100  may include first, second, and third windows having a length that is less than or greater than the length of the first, second, and/or third internal horizontal shelves  104   a ,  104   b ,  104   c.    
     While the toy  100  has been described and illustrated as including one or more rings  126 , in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  100  may include one or more objects (e.g., disks or blocks) configured to be inserted through any of the openings of the toy and configured to be slid on the chute. 
     While the above-discussed toy  200  has been described and illustrated as with respect to certain dimensions, shapes, arrangements, configurations, and material formulations, and with respect to certain methods, in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  200 , or to any of the above-discussed boxes, shelves, or chutes, may include one or more dimensions, shapes, arrangements, configurations, and/or materials formulations that are different from the ones discussed above or may be used with respect to methods that are modified as compared to the methods described above. For example, while the toy  200  has been described and illustrated as including a box  202  with a substantially rectangular shape, in some embodiments, a box that is otherwise substantially similar in construction and function to the box  202  may alternatively include a container that has a substantially cuboidal shape (e.g., with a square cross-sectional shape) or a substantially triangular prism shape (e.g., with a triangle cross-sectional shape). 
     While the toy  200  has been described and illustrated as including a panel  218  that is secured to the box  202 , in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  200  may include a panel that is removably attached to the box  202 . 
     While the toy  200  has been described and illustrated as including a panel  218  that is typically made of a transparent material, in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  200  may include a panel that is made of an opaque material (e.g., wood) and may include one or more windows defined by one or more side, bottom, or rear walls. 
     While the toy  200  has been described and illustrated as including a first, second, third, fourth, fifth, and sixth wheeled blocks  210   a ,  210   b ,  210   c ,  210   d ,  210   e ,  210   f , in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  200  may include six or less wheeled blocks (e.g., 1, 2, 3, 4, or 5 wheeled blocks) or six or less wheeled blocks (e.g., 7, 8, 9, 10, or more). 
     While the toy  200  has been described and illustrated as including a first, second, third, fourth, fifth, and sixth wheeled blocks  210   a ,  210   b ,  210   c ,  210   d ,  210   e ,  210   f  that include wheels  240 , in some embodiments, a toy that is otherwise substantially similar in construction and function to the toy  200  may blocks or other objects (e.g., other toys) that do not include wheels but are configured to be slid on the chute. 
     While a number of examples have been described for illustration purposes, the foregoing description is not intended to limit the scope of the invention, which is defined by the scope of the appended claims. There are and will be other examples and modifications within the scope of the following claims.