Patent Publication Number: US-2009228581-A1

Title: System and Method for Enabling Virtual Playdates between Children

Description:
FIELD OF THE INVENTION 
     The present invention concerns a method for providing an internet environment that is configured for younger children. In particular, the present invention provides a way for a child to take part in virtual playdates with other children according to parental approvals. 
     BACKGROUND 
     Younger minors are encouraged by peers and schools to utilize the internet at an early age. This opens up the opportunity for considerable learning and entertainment opportunities. At the same time this exposes minors to dangers and inappropriate materials. 
     According to the National Center for Missing and Exploited Children, about one in seven children will receive a sexual solicitation on the Internet before their 17 th  birthday. Most affected children do not report this exposure to their parents. In addition, roughly one third of children are exposed to unwanted pornography. 
     At the same time, children have a strong desire to engage in social networking and explore on the internet. Another issue this raises is the balance of time that a child spends on entertainment activities versus those that benefit her development. What is needed is a way that a child can fulfill the desire to socialize and explore on the internet while limiting exposures to those that are safe and appropriate. 
    
    
     
       BRIEF DESCRIPTION OF THE FIGURES 
         FIG. 1  is a block diagram representation of a network incorporating the present invention. 
         FIG. 2  is a network diagram of the online environment of the present invention. 
         FIG. 3  is a block diagram of an environment or interface utilized by a child. 
         FIG. 4  is a block diagram of a control interface used by a parent of a child. 
         FIG. 5  is a flow chart representation of the process by which a parent utilizes parent control interface  26  to establish control parameters for each child account. 
         FIG. 6  is a flow chart representation of a parent setting a development goal for a child using parent interface  26 . 
         FIG. 7  is a process flow representation of the inspire function (enabled by interface  50 ) being utilized. 
         FIG. 8A  is a flow chart representation of a parent inviting another parent&#39;s child to be a Friend. 
         FIG. 8B  is a flow chart representation of a parent establishing playdate parameters for one or more Friends. 
         FIG. 8C  is a process flow representation of a parent and/or child accepting, scheduling, or initiating a playdate. 
         FIG. 8D  is a flow chart representation of a parent or child scheduling a playdate. 
         FIG. 8E  is a flow chart representation of a child initiating a spontaneous playdate. 
         FIG. 9A  is a flow chart representation of a parent establishing an allowance for a child. 
         FIG. 9B  is a flow chart representation of a child activating an allowance interface. 
     
    
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS 
     The present invention concerns a private online environment for children. In discussing some elements of this invention, “environments”, “web pages”, “spheres” and “interfaces” may be used interchangeably for the same element number. A “sphere” according to the present invention is a web page utilized by a child or parent. An “interface” is generally one or more web pages having some kind of inputs or controls for the child or parent to modify the online environment. The overall environment in this context is generally a superset of web pages and interfaces that provide the functions of the present invention. 
     The present invention concerns a private online environment for children with parent participation. This online environment provides children with a fun environment that is safe from online threats such as adults who may solicit or threaten children. In addition, the environment provides an opportunity for parents to participate in their children&#39;s&#39; online experience for the purpose of providing development, fun, and security. 
     An overall network or system  2  according to the present invention is depicted in  FIG. 1 . A secure system  4  is coupled to a child system  6 , a parent system  8 , and content providers  10  via network or internet  12 . As indicated by dashed lines, child system  6  may be part of or directly coupled to parent system  8 . Also as indicated by dashed lines, secure system  4  may be directly coupled to content providers  10 . A “system” according to elements  6  and  8  may be any mobile or fixed electronic device that is coupled to a network  12  that is utilized by a child and/or parent. Examples of such systems include a desktop computer, a laptop or notebook computer, a cellular phone, a personal digital computer, an electronic book, a television control device, or a dedicated game player. In some situations parents and children may share a system and then the child system  6  and the parent system  8  may be the same device but with different log on accounts. In other situations, the child system  6  and the parent system  8  are different electronic devices. 
     The secure system  4  is configured to generate web pages upon the child system  6  and the parent system  8  according to the present invention. The web pages provide the secure environment of the present invention and enable access to content providers 
     A web environment  14  provided by secure system  4  is depicted on  FIG. 2 . The web environment  14  is a virtual environment that is separately accessible by a child through a child interface  14 A and a parent through a parent interface  26 . More particularly, circles depicted in  FIG. 2  are each indicative of one or more web pages generated on systems  6  and  8  when parents and children access web environment  14 . A child or parent enters web environment  14  via landing page or login screen  15 . 
     From landing page  15  a child may then proceed to home sphere  16 . Home page or sphere  16  allows the child to customize her environment by selecting from among a number of themes. Within or from the home page  16  the child has access to a number of functions including chat, video, calendaring, and interactive characters that may fulfill inspirational tasks defined by a parent of the child. From the home page  16 , the child may also access a number of other pages within child environment  14 A including sponsored play pages  18 , sponsored learning pages  20 , knowledge pages  22 , and other functional pages  24 . 
     Sponsored play pages  18  are created by selected partners of the provider of the environment  14  to provide a particular environment with particular content. For example, a sponsor may provide branded content based upon a particular line of toys. A child may enter that environment from home page  16  and engage in a playdate within that particular environment. 
     Sponsored learning pages  20  are similar to sponsored play pages except that the content is based upon learning or academic subjects. Knowledge pages  22  provide references and resources to help a child with his homework. 
     The child may engage with a play date through any or all of web pages  18 - 24 . The web pages  18 - 24  enable children to learn, create, play, and engage in a safe and compelling internet environment. Parents can improve safety and enhance their child&#39;s experience and development through parent control interface  26 . Parents assure safety through parent control interface  26  by specifying or approving contacts, playdates, and content the child is exposed to. At the same time parents can use parent control interface  26  to enhance their child&#39;s online experience by selecting ways to inspire or provide incentives for their child. 
     When a parent decides to utilize environment  14 , the first step is to set up a parent account. Once the parent has an account, the parent may then use interface  26  to set up a separate account for each of her children. For each child&#39;s account, the parent may use the interface  26  to establish a unique configuration that is age and developmentally appropriate. 
       FIG. 3  depicts the enabled features or capabilities of a child environment or child interface  14 A that is part of the online environment  14  depicted in  FIG. 1  and is accessible via the home page  16 . Each of elements  28 - 46  of  FIG. 3  refer to features, capabilities, and software modules that enable aspects of child environment  14 A. IM (instant messaging) module  28  enables the child to chat with contacts or friends that have been pre-approved via the parent control interface  26 . Video player  30  provides a video library and a content management interface. 
     An IMP capability  32  refers to a character that is part of child environment  14 A. IMP or I.M.P. refers to “Incredibly Magical People” that are computer generated characters with which the child interacts through the child interface  14 A. When a child enters her home page she selects a theme. Based upon the theme selected, a certain type of IMP will be present as part of the home page. During the course of navigating or utilizing aspects of a theme-customized home page  16  the child will discover the associated IMP. In an alternative embodiment, the child may select the IMP. 
     The IMP interactions are built upon developmental aspects or guidelines for children including nurturing, challenging, playing, and structure. The IMP interactions are embedded into the child&#39;s selected theme to inspire abilities and to keep the visited web pages safe, interactive, and engaging. Before being able to move into sponsored web pages, the IMP will engage a child in activities that teach how to navigate, understand the rules of environment  14 A and internet safety, and how to move into the sponsored web pages. 
     Creation tools  34  enable a child to make electronic greeting cards and similar items to send to contacts. Interface  36  enables a child to enter preselected (via parent control interface  26 ) sponsored pages as discussed with respect to elements  18  and  22  of  FIG. 2 . 
     Invitation module  38  enables a child to invite a contact or friend who has been approved via parent control interface  26  to a playdate web page (that can be a sponsored web page for example). Allowance or money meter  40  allows a child to track and enhance an allowance that has been enabled by parent control interface  26 . 
     A search module  42  enables a child to search for items in child environment  14 A. Calendar module  44  enables a child to track playdate invitations sent or received. Wishlist  46  enables a child to put items on a wish list for purchase or future gifts. 
     Elements  48 - 60  of  FIG. 4  depict the features, capabilities, and software modules of parent control interface  26 . Content controls  48  enable parents to specify age-specific content that their children will encounter including what themes and sponsors they have access to. In particular, control interface or module  48  is configured to enable a parent to enter information indicative of approved sponsored web pages  18  and  20  within which a child can have “virtual playdates.” 
     “Inspire Me” controls  50  enable a parent to select a category to inspire her child. An “Inspire Me” theme is performed via an IMP aligned to the theme that a child has selected for his home page. The “Inspire Me” control enables the parent to participate in her child&#39;s development through a category selection such as one of nurturing, challenging, playing, or providing structure. 
     Friendship access controls  52  define what contacts or friends have access to a parent&#39;s child. The parent can approve or reject the request of a potential contact to be an “anytime friend” who would unlimited access to set up playdates with their child. The parent can also select an “on approval only” feature that only allows playdates and contacts that the parent has approved. 
     Playdate access controls  54  allow parents to schedule playdates with their children&#39;s peers. Log on timer controls  56  enable parents to establish time limits for their children&#39;s access to the child environment  14 A. Activity report controls  58  allow a parent to specify what kind of reporting is desired to keep track of his child&#39;s activities. Allowance controls  60  allow a parent to set up an allowance for her child and to specify aspects of the allowance such as a periodic amount and associated motivators. 
       FIG. 5  is a flow chart representation of the process through which a parent sets up or establishes controls on the child environment  14 A. These steps can occur in any order and the order is not limited to the one indicated in  FIG. 5 . According to  62 , parent control interface  26  is displayed upon parent system  8 . Parent control interface provides the tools or modules  48 - 60  discussed with respect to  FIG. 4 . According to steps  64 ,  66 ,  68 , and  70 , secure system  4  receives information indicative of various selections a parent makes using parent control interface  26 . 
     According to  64 , usage time restriction information is received from parent system  8  when a parent utilizes log on timer controls  56 . Based upon the usage time restriction information system  4  limits access times to a child environment  14 A for a given child account. 
     According to  66 , activity report parameter information is received from parent system  8  when a parent utilizes activity report controls  58 . Based upon the activity report parameter information system  4  will or will not provide reports to parent system  8  based upon a child&#39;s activities in child environment  14 A. The activity report parameter information may also determine various aspects of the reports such as type of, detail contained in, and frequency of reports. 
     According to  68 , content control information is received from parent system  8  when a parent utilizes content controls  48 . Based on the content control information, system  4  enables a selection of content, themes, and sponsors to be accessed within environment  14 A for a given child. Some of the content control information is indicative of web pages including sponsored web pages  18  and  20  within which the child may enter into and engage in playdates within. 
     According to  70 , contact control information is received from parent system  8  when a parent utilizes Friendship Access Controls  52 . Contact control information will be discussed again with respect to  FIGS. 8A and 8B . 
       FIG. 6  is a flow chart representation of a method of providing developmental opportunities for a child. According to  72 , a virtual environment  14  is provided that is separately accessible by a parent through a parent control interface  26  and by a child through a child interface  14 A including home sphere  16 . According to  74 , system  4  receives information from the parent using parent control interface  26  that defines a developmental objective that is one of a plurality of possible developmental objectives. According to  76  system  4  generates the child interface having a feature or attribute that encourages the developmental objective. More specific examples of the method of  FIG. 6  are described with respect to  FIGS. 7 ,  9 A, and  9 B. 
       FIG. 7  is a process flow representation of a parent using inspire module  50  of  FIG. 4 . According to  78 , a parent logs in to parent control interface  26  and selects module  50 . In response to receiving a log on and selection, system  4  generates inspire module interface  50 . 
     According to  80 , the parent has a child whose account is already defined within environment  14 . The child has already selected a theme that has an associated IMP. In the depicted example, the theme is a castle theme with a dragon as an IMP. 
     According to  82 , the parent uses module  50  to select an inspire theme category. In response system  4  displays a plurality of categories on parent system  8  according to step  84 . In an exemplary embodiment the categories include play, structure, nurture, and challenge. According to step  86  the patent selects a category such as the nurture category. 
     According to  88 , a relational database is utilized by system  4  that correlates IMP interactions with nurturing activities. According to  90 , the child logs on to environment  14 . According to  92 , the log on triggers a new IMP nurturing protocol that is defined by database  88  based upon the IMP that the child selected and the nurturing category selected by the parent. 
       FIGS. 8A-E  depict a playdate function of environment  14 .  FIG. 8A  is a flow chart representation of a method by which a first parent having a first child utilizes Friendship Access Controls  52  to invite a second child having a second parent the first child&#39;s playdate. According to  94  the first parent sends a friendship invitation to the second parent. This is accomplished by inputting either the IMP name for the second child or the email address of the second parent. 
     If the second parent does not respond, the process stops according to  96  and  98 . According to  96 ,  100 , and  102 , a response is received whereby the second parent refuses the invitation. According to  96 ,  100 , and  104 , a response is received wherein the second parent accepts the invitation. According to  106 , receipt of an acceptance typically results in use of friendship and playdate settings by the first parent. Use of friendship and playdate settings will be described with respect to  FIG. 8B . Pursuant to steps  104  and  106 , the second child is referred to as a Friend of the first child. 
       FIG. 8B  is a flow chart representation of a method by which a first parent of a first child utilizes friendship access control module  52  to define playdate settings for a second child having a second parent wherein the second child is a Friend according to the method of  FIG. 8A . According to  108 , system  4  generates a friendship access control interface  54  on parent system  8 . The friendship access control interface  54  allows the first parent to define Friendship Settings for the Friend. The following are some exemplary Friendship Settings that may be selected using the interface generated in step  108 : 
     Friends 
     
         
         
           
             Allow child to participate with this Friend (second child) in scheduled Playdates (Yes/Ask Each Time) 
             Allow child to participate with this Friend in Spontaneous (child created) Playdates (Yes/No/Ask)
           As a note, Spontaneous Playdates are defined with respect to  FIGS. 8C and 8E .   
         
             Allow child to send and receive IM&#39;s (instant messages) from this Friend (Yes/No) 
             Allow child to exchange content with this Friend (Yes/No) 
             Apply the above settings to all Friends (Yes/No) 
           
         
       
    
     Secondary Friends 
     
         
         
           
             Allow child to participate with this Friend (Primary Friend meaning the second child), and with the Friend&#39;s Friend (defined as a Secondary Friend) in Scheduled Playdates (Yes/No/Ask) 
             Allow child to participate with this Primary Friend, and with a Secondary Friend, in Spontaneous Playdates (Yes/No/Ask) 
           
         
       
    
     Now according to  110 , the first parent utilizes friendship access control interface  52  to select the settings such as those indicated above for a Friend. Based upon those selections, system  4  receives Friendship Setting Information. The friendship access control interface  54  also enables the first parent to input playdate settings that are not limited to any single Friend. The following are some exemplary Playdate Settings. 
     PlayDate Settings 
     
         
         
           
             Allow child to participate in Playdates with content not in my approved content list (yes/no/ask) 
             Allow child to generate spontaneous playdates with approved Friends (yes/no) 
             Time Limits—Limit playdates to minutes (15/30/45/60/end of session) 
           
         
       
    
     According to  112 , the first parent utilizes friendship access control interface  52  to select playdate settings such as those indicated above. While the above description depicts step  112  following step  110  it is to be understood that step  112  can be performed before step  110  or portions of steps  110  and  112  can be performed in any order using playdate control interface. Based upon steps  110  and  112 , system  4  receives playdate related parameters from parent system  8  that include Friendship Setting information and/or Playdate Setting Information. 
     When a child has a Friend as defined above, she and/or her parent may accept, schedule, or have spontaneous playdates pursuant to the settings as described above.  FIG. 8C  depicts a general method by which a child may obtain a playdate with a Friend. According to  114  a parent or her child may review a list of playdate invitations from other parents or other children. From this interface, the parent or child may decide to accept, decline, suggest reschedule, or suggest a location change for the playdate. 
     According to  116 , the parent or child may schedule a playdate. The entire process of scheduling a playdate is depicted in flow chart form in  FIG. 8D . According to  118 , the child may elect to have a spontaneous playdate as will be described in more detail with respect to  FIG. 8E . 
       FIG. 8D  is a flow chart representation of a process by which a parent or child schedules a playdate. If the child schedules a playdate then this is performed by the child using child interface  14 A. If this is performed by the parent then this is performed using playdate control interface  54 . 
     According to  120  system  4  displays a list of Friends (those approved by the parent as potential playdates) on system  6  or  8 . According to  122 , the parent or child selects from the list of Friends and thus system  4  receives information indicative of the Friends who have been selected. According to  124 , system  4  displays a list of content pages on system  6  or  8 . According to  126 , the parent or child selects a content page and thus system  4  receives information indicative of the content page that has been selected. According to  128 , the parent or child selects a date, time and duration for the playdate. According to  130 , the parent or child submits the invitation. As indicated by the dashed arrow, the Friend will then receive an invitation according to  114  of  FIG. 8C . 
       FIG. 8E  is a flow chart representation of a process whereby a child activates a spontaneous playdate. According to  132 , system  4  receives a request from child system  6  to create a new playdate. System  4  then displays a list of Friends who are on line or may be on line according to  134 . According to  136  the child makes a selection from among the list. According to  138  the child makes a content page selection for which to have the playdate. If any Friends are subject to a content restriction the system will then send a notification to child system  6 . Otherwise, system  4  activates or starts the Spontaneous playdate between the child and the selected Friend, if in fact the Friend is online according to  140 . 
       FIGS. 9A-B  are flow chart representations depicting the allowance aspect of environment  14 .  FIG. 9A  is a flow chart representation of the method by which a parent sets up an allowance for a child. According to  142 , system  4  displays parent allowance control interface  60  on parent system  8 . This interface enables the following inputs: 
     General Allowance Settings—STEP  144  and  146   
     
         
         
           
             Allowance Status (enable/disable)—STEP  144   
             Allowance Account Balance 
             Child&#39;s Current Allowance Balance 
             Child&#39;s Pending Allowance 
           
         
       
    
     Inspire Motivators—STEP  148   
     
         
         
           
             List of Active Inspire Events and Allowance Attached to Each 
             Option to Enable Duration for Event Completion (Deadline to Obtain Allowance) 
             Option to Add New Inspire Event 
           
         
       
    
     Homework—STEP  148   
     
         
         
           
             List of Active Homework Projects and Allowance Attached to Each 
             Option to Enable Duration for Event Completion (Deadline to Obtain Allowance) 
             Option to Enable Amount of Allowance Awarded Based on Homework Performance 
           
         
       
    
     Settings above are selected by the parent using this interface  60  according to steps  144 ,  146 , and  148 . According to  144 , the allowance is activated. General allowance setting information is received from parent system  8  according to  146 . According to  148 , inspire and/or homework motivator setting information is received from parent system  8 . According to  150 , a motivation event activation is received from parent system  8 . 
       FIG. 9B  is a flowchart representation of the child accessing the allowance feature  40 . According to  152 , an allowance activation object such as an icon is displayed on child system  6 . According to  154 , the child activates the object. According to  156  allowance interface  40  is displayed on child system  6 . The interface may display the following information. 
     Money Meter Interface  40   
     
         
         
           
             Current Allowance Total 
             Active Allowance Motivators
           Each Active Allowance Activity   Duration of Each Event   Allowance to be Earned for Each Event   
         
             Link to Web Page Allowing Use of Allowance