Patent Publication Number: US-6705485-B1

Title: Drinking learning cup

Description:
TECHNICAL FIELD 
     This invention is relates to a drinking cup for learning, used to train babies to take liquid beverages or liquid foods. 
     TECHNICAL BACKGROUND 
     Babies take liquid foods like milk by suckling, but as babies mature it becomes necessary to train them to take liquids, such as water or juice, from a cup with a large mouth rather than from a feeding bottle with an artificial nipple. 
     Conventionally, a caregiver, such as the mother, will scoop up liquid in a small spoon and give it to the baby, training the baby to drink. This is not the same as drinking from a cup and cannot train the baby to drink liquid contents directly from a container. 
     However, even if one tried to give babies liquid directly from a container such as a cup, they are unable to take liquid without dribbling it as adults do, because their mouths and lips are not yet developed. 
     In other words, babies are unable to make the movements of drinking continuously by taking a certain amount of liquid into their mouth from a cup and appropriate learning tools are required in order to train babies for such drinking action. The learning tools needed in order to carry out appropriate training in drinking movement for babies, helping them to perceive liquid coming from a container through the baby&#39;s lips, have not yet been developed. 
     In other words, in regard to such training, it is necessary for liquid to be introduced, in a naturally appropriate flow, into babies&#39; mouths. At this time, we need a tool that can be used to train babies to detect with their lips the amount of liquid. Also, it is desirable to train babies to drink directly from a container with a wide mouth, such as a cup, to complete the training. A drinking cup for learning that is structured for step-by-step training, in response to these requirements, is not known. 
     This invention was made to solve such problems and has as its purpose the provision of a drinking cup for learning through step-by-step training, so that babies between the stages of taking only milk and taking natural foods may acquire the technique of taking liquid or liquid foods naturally, without dribbling. 
     DISCLOSURE OF THE INVENTION 
     The purpose described above, in regard to this invention, would be achieved by a drinking cup for learning, including: 
     a main container for containing liquid, the main container having at least a cup-shaped opening; and 
     a drinking spout member removably attached to the main container, wherein the drinking spout member includes an opening communicating with the main container and a top-opened guide means provided with barrier portions forming at least both side edges 
     According to the aforementioned structure, the liquid food contained in the main container having a cup-shaped opening would come out from the main container. When the drinking spout member is fitted to the main container, one is able to introduce an appropriate amount of liquid food to the baby&#39;s mouth via the opening of the drinking spout member. 
     By tilting the main container, the liquid food would be led to the guide means from the opening of the drinking spout member, and the liquid food would not drip because of the barrier portions forming both side edges. At this time, the baby is able to touch the liquid food with his/her upper lip since the top of the guide means is open. In this way, it is possible to train babies to perceive the flow of liquid food through the feeling of their upper lips. 
     Also, when, through this training, the baby has become able to perceive the flow of liquid through his/her upper lip to some degree, training can be shifted towards taking liquid from an ordinary cup by removing the drinking spout member and having the baby&#39;s mouth on the cup-shaped opening of the main container. In regard to this, liquid food includes a wide range of liquid foods such as liquid beverages and soups which babies are able to take. 
    
    
     BRIEF DESCRIPTION OF THE DRAWINGS 
     FIG. 1 is a schematic perspective view of an embodiment showing the drinking cup for learning according to the present invention. 
     FIG. 2 is a plan view of the spout part of the drinking cup for learning shown FIG.  1 . 
     FIG. 3 is a schematic horizontal cross-sectional view showing the drinking cup for learning shown in FIG.  1 . 
     FIG. 4 is an enlarged end view showing the structure of inclined surface of the drinking spout member of the drinking cup for learning shown in FIG.  1 . 
     FIG. 5 is a schematic cross-sectional view showing the second embodiment of the drinking cup for learning according to the present invention. 
     FIG. 6 is a schematic cross-sectional view showing the third embodiment of the drinking cup for learning according to the present invention. 
     FIG. 7 is a schematic cross-sectional view showing the fourth embodiment of the drinking cup for learning according to the present invention. 
     FIG. 8 is a schematic cross-sectional view showing a modification of the mouth part which can be applied to each embodiment of the drinking cup for learning according to the present invention. 
     FIG. 9 is a partially-enlarged end view showing an embodiment of the cover part which can be applied to each embodiment of the drinking cup for learning according to the present invention. 
     FIG. 10 is a schematic side view showing the fifth embodiment of the drinking cup for learning according to the present invention. 
     FIG. 11 is a schematic partial cross-sectional view showing the sixth embodiment of the drinking cup for learning according to the present invention. 
     FIG. 12 is a schematic plan view showing the drinking cup for learning shown in FIG.  11 . 
     FIG. 13 is a schematic plan view showing the drinking cup for learning shown in FIG.  11 . 
     FIG. 14 is a schematic perspective view showing the seal part of the drinking cup for learning shown in FIG.  11 . 
     FIG. 15 is a schematic cross-sectional view showing the seal part shown in FIG.  14 . 
     FIG. 16 is a schematic bottom view of the shape, excluding the main container, of the drinking cup for learning shown in FIG.  11 . 
     FIG. 17 is an explanatory view of the first modification of the seal of the drinking cup for learning shown in FIG.  11 . 
     FIG. 18 is an explanatory view of the second modification of the seal of the drinking cup for learning shown in FIG.  11 . 
     FIG. 19 is an explanatory view of the third modification of the seal of the drinking cup for learning shown in FIG.  11 . 
     FIG. 20 is an explanatory view of the fourth modification of the seal of the drinking cup for learning shown in FIG.  11 . 
    
    
     THE BEST MODE FOR IMPLEMENTING THE INVENTION 
     The best mode for implementing the present invention will be explained in detail with reference to the figures attached as follows: 
     Further, since the embodiment stated below is the suitable practical example of embodiment for this invention and various limitations as technically appropriate can be added, the scope of this invention shall not be limited by these patterns unless mention is made specifically of something that limits this invention in regard to the explanation below. 
     FIG. 1 is a schematic perspective view showing the first embodiment of the drinking cup for learning according to the present invention. In this figure, the drinking cup for learning  10  is equipped with a main container  12  and a drinking spout member  11  which can be fitted to and removed from the main container. 
     The main container  12  is composed of polypropylene, for example, a composite synthetic resin material having thermal stability. This main container  12 , for example, is formed in a semi-sphere shape in whole, and is equipped with the opening  12   a  which is a wide mouth toward the upper direction. The main container  12  is best formed with transparent or semi-transparent material, so that it is possible to easily observe the conditions and remaining portions of liquid food contained. This main container  12  is not limited to the form indicated in the figure, but a deeper form or shallower form can be applied to it. 
     Especially in this embodiment, the main container  12  is structured to gradually become wider towards the top. This shape is used so that, as explained later, when the caregiver gives the liquid food to the baby, tilting the main container  12 , as the content is decreased the amount of tilt required becomes smaller, so that the baby&#39;s feeding posture will not change. 
     The opening  12   a  of the main container  12  is given a shape equivalent or similar to an ordinary drinking cup, as stated later, so that in the later stages of the baby training the baby is able to drink by touching his/her mouth directly on the opening  12   a.    
     Also, there is a protrusion  23  which is formed around the outside of the main container  12 , preventing slipping when the main container  12  is held by hand and also becoming a grip for the fingers when removing drinking spout. 
     Furthermore, there is a leg part  24  formed on the lower part of main container  12 , and there is a anti-slip device  24   a  made of rubber, for example, formed at the bottom of leg section  24 . 
     The drinking spout member  11  is formed as shown in FIG. 1, for example, and the plan view of the part of drinking spout  11  is indicated in FIG.  2 . Also, FIG. 3 is a schematic vertical section with the drinking spout member  11  fitted to the main container  12 . 
     This drinking spout member  11 , as described later, is used in the beginning stage of the training when babies try to take the liquid food from a container for the first time without using a feeding bottle. At this stage, the spout is fitted to the main container  12 . 
     The drinking spout member  11  is best made using a synthetic resin which has some level of flexibility, for example being formed by an elastomer of hardness  85 , in order to make easier its fitting to and removal from the main container  12  and also to reduce the feeling of strangeness when babies touch their mouths to it. 
     This drinking spout member  11 , as shown in FIG. 3, is formed in a flat round shape in whole in order to fit into the open mouth of the main container  12 , and is formed with hand-grip tabs  18  and  18  on the sides in order to ease fitting and removal. 
     Also, the opening  17  is formed near the opening of the drinking spout member  11 , and since the opening  17  penetrates to the drinking spout member  11 , the liquid food contained in the main container will pass through. 
     Also, a small through hole  19  is formed in the drinking spout member  11  and becomes a vent. 
     Further, a drinking spout (a drinking spout member main body)  13  is formed in the opening  17 . The drinking spout member  13  is formed by barrier portions  15  which stand up along both sides of the opening  17  and are formed as a single unit continuously from the side part of the opening  17 , and this spout  13  is equipped with guide means  14  with a steep face  14   a  which is gradually increased toward the upper side. 
     The barrier part  15  above has a function to form the liquid path, along with the steep face  14   a,  so that the liquid food which comes through the opening  17  does not leak or drip. In this way, in the case of this embodiment, the barrier part  15  is composed of a wall which stands up in each unit on two sides of the opening  17  of the drinking spout member  11 , and the upper part of the guide means  14  is open becoming the open part  14   c.    
     This drinking spout  13 , as indicated in FIG. 3, when the drinking spout member  11  is fitted to the main container  12 , as described later, the liquid food (can not be indicated in figure) contained in the main container  12  will pass through the opening  17  of the drinking spout member  11  and will be introduced into baby&#39;s mouth by the caregiver by inclining the main container  12  when the drinking spout  13  is put into the baby&#39;s mouth (can not be indicated in figure). 
     Therefore, any pattern of the guide means  14  is fine if it is able to lead the liquid food (can not be indicated in figure) into baby&#39;s mouth through the opening  17  of the drinking spout member  11 . In an extreme case, it is fine that the steep side  14   a  stands up without inclining it, for example, and the flow amount of the liquid food that passes through the opening  17  can be adjusted beforehand. 
     However, for the following reasons an inclined face formed by the lower side of the guide means  14 , as described above, is desirable. 
     In other words, considering the inclined face  14   a  of the guide means  14  above the drinking spout  13 , as indicated in FIG. 3, the theoretical line LA 2  running along the upper side of this inclined face  14   a  is inclined degree ? against the theoretical line LA 1 , which runs in the middle of vertical direction of the liquid drinking cup  10 . This degree ? is established preferably in a range between 30 degrees and 45 degrees, while in the example given it is 33.6 degrees. 
     The reasons for determining the degree ? of the inclined face  14   a,  as described later, is because if the incline angle becomes smaller than 30 degrees the baby cannot feed since the baby would have to bend forward, and if the inclination becomes greater than 45 degrees the baby cannot be positioned for proper posture because the baby would have to lean back. 
     Further, in regard to the degree θ of the inclined face  14   a,  it is preferable that one be able to adjust the incline angle within the range described above, which allows the caregiver to select the most suitable degree while feeding the liquid food. 
     Further, the inclined face  14   a  of the drinking spout  13  is equipped with the following structures. 
     FIG. 4 is an end view showing the above theoretical line LA 2  horizontally and is expanded in order to indicate the structure of the inclined face  14   a  more specifically. 
     In this figure, the inclined face  14   a  is able to hold a small amount of the liquid food and is designed to hold the volume equivalent to a single portion equivalent to a baby&#39;s feeding movement as described later. 
     Specifically, the inclined face  14   a  is equipped with a concave part  14   b;  the end part of the main container side  14   f,  and the end part of the front-end side  14   d  are higher. In this way, the entire unit is formed like a bowl or a cup, and its capacity is no more than 3 cc and is established in a range of 0.8 cc and 2.3 cc. In this example, the capacity is 1.5 cc. 
     It has been confirmed through experimentation that if the capacity of the incline face  14   a,  the bowl part, exceeds 2.3 cc, the baby tends to vomit it because that volume is too much to be fed at one time. Also, if the capacity is less than 0.8 cc, it is not enough for practicing the drinking of liquid. Its capacity was established in the wide range described above because capacity will differ slightly as affected by the liquid surface tension characteristics even though an appropriate capacity with the bowl full to the brim is desired. 
     Also, the suitable depth for L 2  of the concave part  14   b  described above is between 3 mm and 7 mm. The depth for this example was established at 5 mm. 
     The depth L 2  of the concave part  14   b  was determined in relation to the baby&#39;s movement when drinking the liquid. When the liquid food is placed on the inclined face  14   a,  baby&#39;s lower lip touches the bottom face of the drinking spout  13 , and at the same time, as described later, the baby&#39;s upper lip can touch the liquid face through the open part  14   c  as well, but the depth should be so that the upper lip does not touch the bottom surface directly. 
     If the depth of L 2  of the concave part  14   b  is less than 3 mm, the baby&#39;s lower lip would touch the bottom face of the drinking spout  13  and the baby&#39;s upper lip would directly touch the bottom face of the bowl part, and it would not be possible to train the baby to drink while adjusting the flow amount into his/her mouth with the movement of baby&#39;s mouth, based on the feeling of his/her upper lip in the drinking movement. If the depth of L 2  of the concave part  14 b is greater than 1 mm, the capacity amount described above would be exceeded and the amount to suck in would be too much since the depth is too great. Also, since baby does not have much strength to close his mouth, the baby would become unable to touch the upper lip to the liquid face appropriately when the lower lip touched the bottom face of the drinking spout  13 , if the depth is too great. 
     Also, the front edge  14   b  of the guide means  14  becomes the rounded part which is curved in almost uniformly to the rounded part of the main container  12 . 
     In this way, babies can experience the feeling of the state wherein the rounded part of an ordinary drinking container, like a cup, is touched to the baby&#39;s mouth, with the front edge side of the guide means  14  in the baby&#39;s mouth, achieving an important part of the training for taking liquid food. Therefore, the curvature of the front edge  14   b  of the guide means  14  is not limited to the curve ratio of the rounded part of the main container  12 , but it is fine if the curve corresponds to an ordinary drinking container. 
     Furthermore, the drinking spout member  11  is explained in FIG. 2; the left side is the front, and the right side is the back. 
     Further, the width W 1  of the guide means  14 , described above, of the drinking spout  13  shown in FIG. 2 is determined as follows: the width of a baby&#39;s mouth (contact between upper lip and lower lip) during the period moving from taking milk and taking liquid food (ages roughly five months to nine months) is 25 mm to 32 mm. Babies can open their mouths slightly larger than these widths, but during these months, the babies cannot close their upper and lower lips tightly together. Babies also have not obtained the complete capability to move their lips or purse their lips while adjusting their mouths to the shape of the guide means  14 . 
     A width of about 25 mm to 40 mm is appropriate for the width W 1  of the guide means  14  based on the characteristics of mouths of babies during the period of taking liquid food, and it is preferably established with the width of about 25 mm to 35 mm. The width in this example is 29 mm. 
     If the width of W 1  of the guide means  14  is narrower than 26 mm, it becomes easy liquid to dribble out of the baby&#39;s mouth since a gap is created when the baby closes his/her upper and lower lips. In other words, it is necessary to establish the width of W 1  of the guide means  14  wide enough to fit the mouth completely and not to let the liquid leak out of the mouth. 
     On the other hand, if the width of W 1  of the guide means  14  is wider than 40 mm, it is impossible for the baby to locate the upper lip in an appropriate position in contact with the liquid surface when the lower lip touches the lower face of the bowl part corresponding to the inclined face  14   a.    
     Also, the area of the opening  17  was established to be able to provide the appropriate amount when the liquid food is given to babies. In this example, the area is approximately 20 mm×23 mm. 
     The front tip side of the guide means  14  described above, as shown in FIG. 2, protrudes beyond the round side of the drinking spout member  11 . In this way, and with the width W 1  determined as above, the baby is able to catch the liquid into the mouth easily. 
     Also, the front tip side of the barrier part  15  described above, as indicated in FIG.  1  and FIG. 3, gradually inclined and have a step part, and location of the peak of the step part comprises a locator part  21 . 
     This locator part  21 , is used for instance, when the mother or other caregiver inserts the guide means  14  of the drinking cup for learning  10  into baby&#39;s mouth, and is the method used to determine the position of the spout and not to put it unnecessarily deeply into the baby&#39;s mouth. Therefore, the locator step  21  requires a means of recognizing the position at least by observing from the outside. This locator step  21  is composed as the step part in this embodiment described above. 
     In this way, when the guide means  14  enters the baby&#39;s mouth, the step part  21  as this locator part locates the position that corresponds to the front tip of the baby&#39;s upper lip. The distance L 1 , from the front tip  14   b  of the guide means  14  to the locator part  21 , corresponds to the length of the guide means  14  that is inserted into baby&#39;s mouth at that time. Consequently, the step part  21  also achieves the function of preventing the spilling of liquid off the edge of baby&#39;s mouth by bridging the gap at both sides of the baby&#39;s mouth. 
     Here it has been confirmed by research conducted by the inventors that the positioning of the front tip  14   b  of the guide means  14  must be determined so that it does not reach further into the mouth than the position of the two canine teeth on the baby&#39;s lower jaw. 
     If the front tip of the guide means  14  is inserted more deeply than the position described above, baby tends to bite on it before the caregiver or mother pulls out the guide means  14 . Then, the liquid food, which is led through the guide means  14 , flows into the back of the baby&#39;s mouth. In this way, the baby would close his/her lips and would be unable to learn the mouth movement of catching the liquid and carrying it into the mouth. Also, if the distance L 1  described above is too short, the baby tends to move the face forward since baby recognizes that the liquid food is not entering the mouth completely and the posture of taking food becomes unnatural. 
     To confirm the length from the front tip of the lips to the position where it connects with the two canine teeth of the lower jaw, based on research as described above, the average length is about 15 mm. Through this research, it was confirmed that an appropriate length for distance L 1 , described above, is about 10 mm to 20 mm, and a distance of 12 mm to 18 mm was more appropriate. In the case of this example, the distance is about 15 mm. 
     The drinking cup for learning  10  of this embodiment, is composed as described above and it is used as follows: 
     First, we will explain the first step in beginning the training of a baby for the taking of liquid foods which are contained in a container rather than a feeding bottle, in another words, without suckling. 
     The person who gives the food to baby, for example the mother, will put the liquid food (not drawn) that is to be given to the baby, into the main container  12  of the drinking cup for learning  10  through its opening  12   a,  and will fit the drinking spout member  11  to it as indicated in FIG.  3 . 
     At this time, since the drinking spout member  11  is composed of flexible material and is also equipped with handgrip tabs  18 , the action of fitting to and removing from the main container  12  is easy. 
     Next, the mother will insert the guide means  14  of the drinking spout  13  of the drinking cup for learning  10  into the baby&#39;s mouth. At this time, the mother will lightly touch the locator step  21  of the guide means  14  to the front tip of the baby&#39;s upper lip. In this way, the position of the guide means  14  in the mouth can be determined in regard to the amount of insertion. In other words, so the mother can observe the locator part  21  simply by looking down at the baby, the locator part  21  is formed in the upper face of the drinking spout member  11 . The mother also can control the amount inserted into the mouth very easily, since the locator part  21  has the step part and the mother can gently feel that the locator part  21  is directly touching the front tip of the baby&#39;s upper lip. 
     Once inserted, the mother will incline the main container  12  forward to a degree where the inclining face of the guide means  14  becomes almost horizontal, as described in FIG.  3 . 
     In this way, the liquid food (not drawn) contents in the main container  12  will reach to the inclining face  14   a  through the opening  17  of the drinking spout member  11 . At this time, as indicated in FIG. 4, the liquid food will pass over the edge part  14   f,  which is higher, and will enter the concave part  14   b  and will be held there temporarily. 
     In other words, the liquid food will pass through the flow path that was created by the barrier portions  15  and the guide means  14 , and will be held in the bowl shaped concave part  14   b.    
     And, as described above, the guide means  14  will be located in the lips rather than the position that connects with the canine teeth of the lower jaw. In this position, the baby will touch his/her lower lip to position  14   e  in FIG. 4, which is the lower side of the drinking spout  13 . Further, the baby&#39;s upper lip as indicated in FIG. 1, can touch the liquid food located in the same location as the theoretical line LA 1  of FIG. 4, since the top of the guide means  14  is the opening  14   c;  the baby makes movements such as pushing both lips forward in this situation. 
     In this way, cheek muscles, pushing the lips to forward, are moving forward by pulling on the mouth, so the baby can make these movements, such as pulling the cheeks into the mouth. In this situation, the cheeks will be tightly pressed to the outside of the gums. In this way, the gap between the gums, referred to as the front of the mouth, and the cheeks, and the gap between the gums and the lips are being closed, so the liquid can enter into the mouth easily. These kinds of movements will give babies, during the stage of taking liquid food, an important lesson in the learning process of feeding of liquids. 
     In other words, babies will learn, through these mouth movements described above, how to gain information on the existence of and the position of liquid food from the feeling in his/her upper lip. 
     The mother will repeat the above actions, such as inclining the main container  12  smoothly when inserting the liquid food, for all of the contents held, continuously into baby&#39;s mouth. At this time, the baby can learn information regarding liquid movement and flow amount through the movement of the liquid surface. 
     In this way, a baby can start drinking liquid smoothly while taking a small amount of liquid food into the mouth in tandem with breath, swallowing in gulps. 
     Also, at this time, since the front tip  14   b  of the guide means  14  is formed as a rounded part that is fitted with a curvature that is almost the same as the round part of the drinking cup, the baby can learn the feeling when the lips touch a drinking cup. Further, since the width W 1  of the guide means  14  is established in the range described above, it responds to the natural movements baby&#39;s lips during these ages, and it can be inserted into the mouth appropriately as well, and no unnecessary gap is formed. In this way, the baby can take liquid without spilling. 
     Next, after the first step described above is completed and the baby is able to take liquid food completely through the drinking spout member  11 , then the drinking spout member  11  of the drinking cup  10  for learning is removed, and training is shifted to the second step of giving liquid food directly from the main container  12 . 
     In the second stage of training, the mother will touch the round part of the opening  12   a  of the cup form of the main container  12  to the baby&#39;s mouth, and the baby learns to grip the round part of the opening  12   a  with the upper and lower lips. 
     In this situation, when the mother inclines the main container  12  gradually, the baby can perceive the feeling of the liquid flow in contact with the upper lip and the baby can lead the liquid food into the mouth by opening the mouth in response his/her amount of preferred intake. At this time, since baby has already learned to perceive the feeling of liquid flow with the upper lip, the baby can drink a fixed amount of liquid food when it enters the mouth and the baby can learn to drink liquid food continuously when it enters the mouth continuously. In this way, the mother can shift to the second stage of training -taking liquid from a container equivalent to an ordinary drinking cup. 
     FIG. 5 is a schematic section of the 2nd embodiment of this invention. In this figure, the labeled positions are the same as in the 1st embodiment, which is common to the structure described above. Therefore, we will omit explanations of these elements and the explanation will focus on the differences. 
     In this figure, the drinking cup  30  for learning, the composition of this main container is exactly the same as the 1st embodiment, but the upper face of the drinking spout member  11  is different. 
     In this case, the drinking spout member  11  is formed as a ring shape along the round line of the main container  12 , and the drinking spout  13  is established in part of the round line of this shape. 
     In other words, the barrier part  15  of the drinking spout  13  is formed as one piece with the outer circumference-ring of the drinking spout member  11 . 
     The construction of this drinking spout  13  and the guide means  14  are the same as in the 1st embodiment, but in the case of this 2nd embodiment, the drinking spout member  11  is a ring style, and the size of the opening  37  is almost as large as the inner diameter of the main container  12 . 
     At the time of use, when the main container  12  is inclined, the opening  37  cannot limit the flow amount of the liquid food, and the person who uses it must control the flow amount by himself by means such as adjusting the amount with the amount of tilt of the main container  12 ; however, the function, other than in this point, is as effective as the 1st embodiment. 
     FIG. 6 is a schematic partial section of the 3rd embodiment of this invention. 
     In this figure, the labeled positions are the same as in the 1st embodiment, which is common to the structure described above, so we will omit duplicate explanations focus on the differences. 
     This drinking cup for learning  40  is equipped with a main container  42  that has a deeper form than the embodiment described above. This main container  42  is equipped with a screw part  44  around the upper tip mouth as a means of fitting and removing other parts commonly used for babies at different stages of development. 
     Cover part  43  is fitted to this screw part  44 . This cover part  43  is formed in ring style in whole, since it is fitted to the upper rim of the main container, is the unit that is able to cover the opening round edge part of the main container  42 , is able to add different shapes in response to other uses, and can be used to improve its appearance. In this embodiment, the cover part  43  is formed as a rounded edge section, in shape the same as an ordinary drinking cup. 
     The drinking spout member  41 , is formed as a removable unit, and can be attached to the inner side of this cover part  43 . 
     The drinking spout member  41  is equipped with a side wall section  42 , the circumference of which is formed as either a flange-shape or a ring-shape. The center area is the cover section  47 , which is one piece with the side wall section  42 , and with this cover section  47 , the upper tip of the main container  42  is almost covered. 
     The drinking spout  13  is formed in the part of the round area of the side wall section  42  mentioned above in the drinking spout section  41 . This drinking spout  13  is composed in the same way as the 1st embodiment. Also, the part of the cover section  47  is formed with a small opening section  49  which is connected, and through this drinking mouth  13 , the liquid food contained in the main container  42  can be introduced to the drinking spout  13  through this opening section  49 . 
     Accordingly, in this embodiment, since the drinking spout section  41  can be attached to the main container  42  having a deeper cup shape, it is able to compose the cup for learning  40  which can be as effective as any of the forms of mentioned above. 
     In this way, a screw section is formed in the lower section of the inner wall of the ring shape of the cover section  43 , and fitting and removal is possible by matching the circumference of the screw section  44  with the main container  42  mentioned above. 
     Also, the ring shaped support section  46 , which is fitted to the upper circumference of the main container  42 , and two hand-grip handles  45 , which are extended in one piece from the support section  46 , are provided in this cup for learning  40 . 
     These hand-grip handles step  48 , for example, are fastened in the area shown in the figure, by the stopper device, not shown, which passes through from the open side of the main container. 
     In this way, by optional fitting of the removable handgrip device  49  to the main container  42 , the baby can learn the drinking movements of the first and second stages described above on his/her own. 
     Further, in the embodiment shown in the figure, the position of the drinking spout  13  and the position of the handgrip  45  have been shifted 90 degrees to its circumference direction when viewed from the top of the main container  42 . This is shown for convenience of understanding the composition of the handgrip device  46 . 
     This embodiment is composed as explained above, and can be used as an ordinary drinking cup by attaching the cover section  43  to the circumference of the upper edge of the main container  42 . It can also be used as a cup for first stage training in drinking movement described above, by attaching the drinking spout member  41 . Accordingly, with this embodiment, the functions are as effective as the 1st embodiment described above and it can also be used for various purposes by conveniently exchanging the several removable cover sections. 
     FIG. 7 shows the 4th embodiment of this invention. 
     In this figure, the labeled positions are the same as FIG.  1  and FIG. 6, which are common to the structure, and therefore, we will omit the explanation for these elements and will focus on the differences. 
     The cup for learning  50  in FIG. 7 is composed in almost the same way as the cup for learning  40 , as shown in FIG. 6, and differs only in the drinking spout member. 
     In the case of the 4th embodiment, the drinking spout section  51  is a ring style, and its open mouth section  57  is almost as big as the inner diameter of the main container  42 . 
     And, at the time of use, when the main container  42  is tilted, the opening section  57  cannot limit the flow amount of the liquid food, so the person who uses it must control the flow amount by himself using means such as adjusting the amount by tilting the main container  42 ; however the functions, besides this point, are as effective as the 3rd embodiment. 
     FIG. 8 shows the modification of the opening section which is connected to the drinking spout  13 , as applied to each of the forms of embodiment described above. 
     In this figure, the opening  61  corresponds to the opening section  17  in FIG. 1, and this opening  61  is equipped with an adjustable lid  62 , made for example of flexible resin material, and is shown partially closed. 
     The adjustment device, which is originally composed of several notches or stitches  61   a  and  61   b,  forms an adjustable lid  62 . The user, cutting off these cutting lines  61   a  and  61   b,  can modify the opening area of the opening section  61 . 
     Therefore, in this modified example, since the area of the open mouth of the opening section  61  can be revised conveniently, the user can determine the appropriate flow amount in response to the stage of the baby&#39;s growth. 
     FIG. 9 is a partially enlarged end view, to explain the appropriate form of the cover part as explained in FIG.  6  and FIG.  7 . 
     The rounded edge part  43   a  of the ring shaped cover section  43 , as shown in FIG.  9 ( b ), rises almost vertically, higher than the opening  42 . 
     In comparison with this structure, in the cover part  65 , shown in FIG.  9 ( a ), its rounded edge section  65   a  is bent outside and forward in the upper direction. 
     In the embodiment shown in FIG.  6  and FIG. 7, since the cover part  43 , if formed as shown in FIG.  9 ( b ) specifically, it can prevent the inner diameter of the open mouth, which is formed by the circumference section of its cover section  43 , from becoming unnecessarily wider. In this way, when the baby puts his/her mouth on it, the baby does not have to push out his/her lower lip unnecessarily because the circumference round shape cannot possibly become wider. In this way, the baby can take liquid food without changing the shape of his/her mouth. In this way, it is effective for the baby, whose mouth is small, and particularly at the early stages of development when the mouth opening is small, to catch the round section easily. 
     FIG. 10 is a schematic partial section showing the 5th embodiment of the invention. 
     In this figure, the labeled positions are the same as FIG.  5  and FIG. 7, which are common to the composition; therefore, we will omit the explanation for these compositions and will focus on the differences. 
     In the drinking cup for learning  70  shown in FIG. 10, a drinking spout member  71  is used, which is formed in a ring shape, and is equipped with the drinking spout  13  in a specified location on the rim. 
     The removable cover part  73  can be fitted to the upper rim section of the main container  42 . The outer diameter of the drinking spout member  71  is made smaller than the inner diameter of the cover part  73 , so the drinking spout member  71  can be fitted to and removed from the inner side of the cover part  73 . 
     The cover part  73  of the rim section  74  is equipped with a high side wall part  74   a  and a low side wall part  74   b.  In other words, in the ring shaped cover section  73 , the height of the side walls of the round section  74  is modified depending on the area of the rim side. 
     To this form, in the drinking spout member  71 , in the area that forms the drinking spout  13 , the guide means  14  protrudes, especially in the upper direction. Accordingly, as shown in the figure, the area of the drinking spout  13  of the drinking spout member  71  will be fitted corresponding to the lower rim side  74   b  of the cover part  73 , as shown by the arrow. 
     In this way, during first stage training in drinking movements, using the cup in the state having the cover section  73  and the drinking spout section  71  connected, because the guide means  14  of the drinking spout  13  is not protruding extremely higher than the rim part  74 , it is easy to have the appropriate height for drinking liquid. 
     In the event the drinking spout section  71  is removed and the baby&#39;s mouth holds the rim part  74  of the cover section  73 , it is more effective for the baby to drink if the baby holds the higher area  74   a,  because the rim section  74   b  on other side becomes relatively lower, and it will not as easily touch the baby&#39;s face when the main container  42  is tilted. 
     FIG. 11 is a schematic partial section showing the 6th embodiment of this invention. FIG. 12 is a plan view of FIG.  11  and FIG. 16 is the base view of FIG.  11 . 
     In these figures, the labeled positions are the same as FIG.  1  and FIG. 10, which are common to the composition; therefore, we will omit the explanations of these elements and will focus on the differences. 
     The main container of the drinking cup for learning  80  in FIG. 11 is the same as shown in FIG. 6 for example, so we will omit the explanation about the main container. In this drinking cup for learning  80 , the drinking spout section is not established independently, as in the forms of embodiment mentioned above. In this form, the drinking spout section is formed as part of the drinking mouth section  81  on the lid unit  87 . 
     In this drinking cup for learning  80 , the upper edge of the cover section  83 , a removable cover on the upper rim of the main container, is closed as the closed part  82 . Also, the cover section  83  is equipped with the circular enclosure, looked at from the top (refer to FIG.  12 ), having the fixed inner diameter of the ring shape rim section  83   a  of the closing section  82  mentioned above. And, the cover part  83  is equipped with a first open mouth  84 , relatively big and formed in the area closer to the round section, and a second open mouth  85 , smaller than the first open mouth  84 . 
     In this cover part  84 , the lid body  87  is provided. This lid body is established with the circle enclosure when looked at it from the top (refer to FIG.  12 ), and the upper side is closed. The outer diameter of the lid  87  is slightly smaller than the outer diameter of the ring shaped rim section  83   a  of the cover part  83  and is formed from materials that are slightly flexible. In this way, the lid  87 , as shown in FIG. 11, is made to be able to circle around in the direction of the rim, as shown in FIG. 12, inside the ring shaped rim part  83   a  of the cover part  83 . Also, the ring shaped packing  86  and  88 , which is given the seal functions, are attached to each outer circumference of the first open mouth  84  of the cover part  83 , and to the second open mouth  85  which is smaller. 
     The lid  87  is equipped with the relatively large first open mouth  89 , which is formed in the area near the circumference, and the second open mouth  87   a,  which is smaller than the first open mouth  89 . And, as described above, the drinking spout section  81  is formed in the part closer to the outer circumference of the lid  87 . The composition of this drinking spout section  81  are the same as the drinking spout member, for example, the drinking spout member  11  of FIG. 1, are labeled accordingly. 
     Also, the seal member  90 , which is positioned on the upper edge (not drawn) between the cover section  83  and the main container, is attached to the main container side of the cover section  83 ; in other words, in the lower face in FIG.  11 . 
     As the 1st embodiment of this seal member  90 , its perspective view is shown in FIG.  14  and its outline section view is shown in FIG.  15 . The seal member  90 , for example, is composed of strong materials that are relatively pliable and flexible, for example silicone or elastomer, and is the narrow ring shaped section given in the open mouth  93  as shown in FIG.  14 . 
     The ring shaped main body  91  of this seal member  90  is the inserting section, which would be inserted in hole  83   b  of the cover section  83  as described below. The projecting or the salient side  82 , which is pushed inward, is formed in the inner side of the main body  91 . The ring shaped main body  91  has a fixed thickness rearward and is formed to be inserted into the circler hole  83   b  that is formed in the lower edge of the cover section  83 . In this case, the main body  9  is as shown in FIG. 15, and the inclining face  95 , which becomes gradually lower in the outward direction, is formed in the upper edge of its circumference. In this way, the inclining face  95  will function as the guide means, so it can be easily inserted into the hole  83   a  of the cover section  83 . Also, the lower side  96  of the main body  91  is formed in a flat face, so, it can be attached to the upper edge of the main container. Further, the projected step part  95 , which protrudes slightly in the inward direction, is fitted in this main body  91 , as shown in FIG.  11 . It is composed to be able to connect along the lower edge of the inner side of the hole section of the cover section  83 . 
     Since the seal member  90  is equipped with these components, as shown in FIG. 16, it is easily fitted to and removed from to the cover section  83  with the projected side  92 , which is protrudes to the lower side of the cover section  83 , as a tab. 
     The 6 th  embodiment of the drinking cup for learning is composed as above. The liquid food contents in the main container will be led outside, passing through the big open mouth  93  of the seal member  90 , the first open mouth  84  of the cover section  83  and the first open mouth  98  of the lid body  87 . In this case, the movement of the drinking spout section  14  of the lid body  87  is the same as the movement of the drinking mouth section in the 1st embodiment. Therefore, by using this drinking cup for learning  80 , it is possible to train in drinking movements step-by-step, in order to give the baby, who is at the age of taking milk and taking liquid foods, lessons in the technique for taking either liquids or the liquid food naturally, without spilling them. 
     Further, as shown in FIG.  11  and FIG. 12, when the first open mouth  84  of the cover section and the first open mouth  89  of the lid body  87  are connected in the same position around the circumference, because the big open mouth  93  of the seal member  90 , the first open mouth  84  of the cover section  83  and the first open mouth  89  of the lid body  87  can all be passed through, it is possible to lead the liquid food, contained in the main container, to the outside. 
     To this form, as shown in FIG. 13, if the lid body  87  is turned in the inner circumference of the cover section  83 , the area of the first open mouth  84  of the cover section  83  and the first mouth  89  of the lid body  87  will be open in the direction of the circumference. In this way, since the two open mouths  84  and  87  will be closed completely by the packing  86  and the packing  88 , spilling of liquid food can be prevented. 
     Therefore, in this drinking cup for learning  80 , by the simple turning operation of the lid unit  87  only, it will achieve the function of the easy locking in order to prevent liquid from the leaking outside the main container. 
     FIG.  17  and FIG. 20 show the modification of the seal member which is attached to the cover section  83 . 
     FIG. 17 shows the 1st modified example of the seal member. In this figure, the seal member  100  is the same as the labeled section explained in FIGS. 14 and 15, except the form of the protrusion side, and we will omit the explanation in regard to these composition, and will focus on the differences. 
     FIG. 17 is an outline figure that looks at the state wherein the seal member  100  is attached to the cover section  83 , looked at from the lower side. In this figure, the protrusion side  102  of the seal member  100  is given a larger form and a wider area compared with the protrusion side  92  of the seal member  90  mentioned above. 
     In other words, the comparatively larger area, the protrusion side  102  with a rectangular shape, is formed in the inner direction from its inner circumference section in the seal member  110 . Therefore, when this seal member  100  covers up to the cover section  83 , the size of the area for the protruding side  102  to pass through the first open mouth  84  of the cover section  83  can be adjusted by modifying the area in the direction of the circumference as shown by the arrow. 
     In this way, it is possible to control the flow amount of the liquid food in the main container by modifying the area, in the circumference direction of the seal member  100  to be fitted. 
     FIG. 18 shows the 2nd modified pattern of the seal member. In this figure, the seal member  100  is the same as the labeled parts explained in FIGS. 14 and 15, except for the shape of the protruding side; so we will omit the explanation in regard to these elements, and will focus on the differences. 
     In the seal member  110  of FIG. 18, the four protruding sides  112   a,    112   b,    112   c,  and  112   d,  which are smaller areas than the protruding side  102  of the seal member  100  of FIG. 17, for example, each of them formed in slightly different shapes, are formed from the inner circumference section inward from the seal member  110 . Therefore, in the case this seal member  110  is fitted to the cover section  83 , by changing the area to the circumference direction, shown by the arrow, in each ¼ turn, each protruding side  112   a,    112   b,    112   c,  and  112   d  can be selected and can be united with the first open mouth  84  of the cover section  83 . In this way, the first open mouth  84  of the cover section  83  can be closed completely. Selection from protruding sides  112   a,    112   b,    112   c,  and  112   d  can be made, in order in correspond to the baby&#39;s growth, and by attaching it to the area of the first open mouth  83  of the cover section  83 , it can control amount of liquid food provided to the baby from the main container, in response to the stage of the baby&#39;s growth. 
     FIG. 19 shows the 3rd modification of the seal member. In this figure, the seal member  120  has the same components as the seal member explained in FIGS. 14 and 15, except the form of the protruding side, and we will omit the explanation in regard to these elements; focusing on the differences. 
     In other words, the comparatively larger area of the rectangular protruding side  122 , is formed inward from its inner circumference section in the seal member  120 , and the open mouth  123  is formed in the center of its part. The area of this open mouth  123  is established as smaller than the area of the first open mouth  84  of the cover section  83 . Therefore, the area which is connected with the main container and the first open mouth  84  of the cover section  83  can be decreased by matching the protruding side  122  of the seal member  120  to the area, to the first open mouth  84  of the cover section  83  and by attaching the seal member  120  to the cover section  83 . 
     Further, in this area, as shown in the figure, it is structured to be matched with the outside circumference of the open mouth  123  and the outside circumference of the first open mouth  84  of the cover section  83 . 
     In this way, when the open mouth  84  and the open mouth  123  are adjusted to different areas, the amount of liquid food which is led from the main container to the outside cannot be controlled in the open mouth  123 . Also, in the event that the open mouth  84  and the open mouth  123  are adjusted in a single area, the amount of flow of the liquid food is controlled in the open mouth area of the open mouth  123  and its amount can be decreased more than the amount in the area in which the protruding side  122  was adjusted in the another area. Therefore, in this embodiment, the flow amount of the liquid food can be controlled by two steps. 
     Further, as described above, the circumference of the outside of the first open mouth  84  of the cover  83  is designed to unite with the circumference of the outside of the open mouth  84 . In this way, when the main container is tilted, since the liquid will not be stopped temporarily in the outside area of the open mouth  123 , preventing the situation in which the liquid flows at one time by exceeding the outside of the open mouth  123  is possible. In this point, there is an advantage in comparison with the case of the structure in FIG.  18 . 
     FIG. 20 shows the 4th modification of the seal member. In this figure, the seal member  130  has the same components as the seal member explained in FIGS. 14 and 15, except the shape of the protruding side, and we will omit the explanation in regard to these elements, focusing on the differences. 
     In this figure, the different point of the protruding  132  of the seal member  130  is that its open mouth  133  at the center is made smaller than the open mouth  123  of the protruding side of  122  in comparison with the protruding side  122  of the seal member  120  described above. 
     Therefore, in this case, one can decrease the flow amount of the liquid food, so it is suitable for a baby who is in the earlier stages of growth. 
     In other words, in the embodiment mentioned above, according to the growth stages of the baby, for example, a method of use to increase the flow amount of the liquid food at a particular time can be considered, using each seal member of FIG. 20, FIG.  19  and FIG. 16 in order. 
     As in the explanation above, according to the present invention, a drinking cup for learning includes: 
     a main container for containing liquid, the main container having at least a cup-shaped opening; and 
     a drinking spout member removably attached to said main container, wherein the drinking spout member includes an opening communicating with the main container and a top-opened guide means provided with barrier portions forming at least both side edges. 
     With this structure, the liquid food contents in the main container will leave the container. When the cover and the drinking spout member are attached to the main container, the liquid food can be introduced appropriately into the baby&#39;s mouth through the opening of the drinking spout member. 
     By inclining the main container, the liquid food can be led to the guide means through the opening of the drinking spout member. With the barrier portions forming two side edges, the liquid food will not be spilled. At this time, since the upper side of the guide means is open, the baby&#39;s upper lip can touch the liquid food. In this way, the baby can be trained to perceive the flow of the liquid food through feeling. 
     Also, throughout this training, when the baby learns to be able to perceive the flow of the liquid through his/her upper lip to some degree, the training can be shifted to taking liquid from an ordinary cup by removing the drinking spout member, and by adding the cup-shaped opening of the cover. 
     Also, in this invention, the periphery of the cover may be composed of a upwardly protruded projection. 
     In this case, since the periphery of the cover is standing up almost vertical, the cover can have an area of the opening close to the diameter of the periphery of the main container, and the opening will get larger as necessary, so babies easily can touch it to their mouth. 
     Also, according to another aspect of the present invention, a drinking cup for learning, including: 
     a main container for containing liquid; 
     a cover removably fitted to a periphery of the main container such that the cover closes an upper portion of the main container, the cover having an opening communicating with the main container; and 
     a lid rotatably attached to the cover, 
     wherein the lid is provided with a drinking spout portion having a top-opened guide means at a portion corresponding to the opening, the guide means including a barrier portion forming at least both side edges, whereby liquid contained in the main container is introduced into the drinking spout portion when the opening of the lid is communicated with the opening of the cover. 
     With this structure, the liquid food contents in the main container, which is equipped with a cup-shaped opening, will pass trough the opening of the cover, pass through the opening of the lid, and go to the outside, and pass through the drinking spout member of the lid, and the liquid food can be introduced appropriately into the baby&#39;s mouth through the opening of the drinking spout member. 
     By tilting the main container, the liquid food can be led to the guide means through the opening of the drinking spout member. Thanks to the barrier portion forming two side edges, the liquid food will not be spilled. At this time, since the upper side of the guide means is open, the baby&#39;s upper lip can touch the liquid food. In this way, the baby can be trained to perceive the flow of the liquid food through feeling. 
     In this invention, the seal member disposed between the cover and the main container may be detachably attached to the cover. 
     With this construction, it is possible to wash and exchange parts by removing the seal member from the cover. 
     In this invention, possible construction may be created with the protrusion used in conjunction with an opening smaller than the opening equipped in the lid. 
     With this construction, since the size of the protrusion is smaller than that of the opening provided in the lid, it is possible to restrict the flow of the liquid food which comes from the main container. 
     This invention shall not be limited to the embodiment described above. For instance, putting color or the marks on it can also give the locator position. Also, the partial construction of the aforementioned embodiments may be combined arbitrarily. 
     As described above, in the present invention, we can provide a drinking cup for learning which is able to provide training in drinking movements, step-by-step, in order to provide a baby, who is at the stage of taking milk and taking liquid foods, the lessons in the technique for taking either liquids or the liquid food naturally without spilling them. 
     POSSIBILITIES FOR INDUSTRIAL USE 
     As described above, this invention can be used for a drinking cup for learning in order to train babies in taking liquids, including beverages or liquid foods.