Abstract:
A visual learning tool comprised of: a plurality of conceptual pieces, each having a graphical learning concept representation disposed thereon; a grid having at least one slot and a plurality of apertures, the slot allowing a child to interactively place the conceptual pieces within the grid to reinforce learning of skills and concepts.

Description:
CLAIM OF PRIORITY 
       [0001]    This application claims priority to Provisional Application No. 60/941002, filed May 31, 2007. 
     
    
     FIELD OF INVENTION 
       [0002]    This invention relates generally to the field of visual learning tools, and in particular to a game in which graphical learning concept components are inserted into a unique grid to educate the user 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0003]      FIG. 1  shows a top perspective view of a visual learning tool in use. 
           [0004]      FIG. 2  shows a front view of an alternate embodiment of a visual learning device further including audio and visual cuing devices (lights and a speaker). 
           [0005]      FIG. 3  shows a front perspective view of several alternate embodiments of graphical pieces to be inserted in the grid component of the visual learning tools. 
           [0006]      FIG. 4  shows a front view of several alternate embodiments of conceptual pieces. 
       
    
    
     BACKGROUND 
       [0007]    The general trend in children&#39;s is computerized video games. However, children experience developmental stages during which it is desirable to for a child to have tactile and visual experiences, as well as social interaction beyond what a computer interface can provide. 
         [0008]    Human interaction, as opposed to computer games, facilitates and accelerates the development of cognitive, language and motor skills for many children. Additionally, it is desirable to have such interaction for providing reinforcement and building social skills while reinforcing learning skills. 
         [0009]    Additionally, some children find writing tedious and are intimidated by being required to articulate answers. Repetition can be an important component of learning, and teachers and parents continually strive for alternate ways to motivate children and reinforce learning skills and concepts. 
         [0010]    It is desirable for teachers to have a novel, interactive device to engage and motivate children in performing repetitive learning tasks, and other skills that may be reinforced by physical manipulation of objects. 
         [0011]    It is desirable to have a versatile learning tool or game that provides visual and tactile stimulation and allows a child to interact and be physically engaged were learning concepts, as well as social interaction at a level which is not possible through reliance on a computer interface. In particular, teachers and parents can can utilize a devices which allow them to positively interact with a child while teaching or reinforcing such skills. 
       SUMMARY OF INVENTION 
       [0012]    The present invention is a single or multi-player interactive device, which may be used as a learning tool for children. It allows a user to perform a physical task (inserting a . At first glance, the device resembles a component used in a commercially available game configuration known in the art, called “Connect Four,” by Hasbro, Inc. However, the structural component described herein is used in a very different manner, and has distinct structural features to accommodate a wide range rage of use by various age groups, and to incorporate versatile learning components to reinforce a variety of skills, provide visual and tactile variation and also to accommodate various learning and conceptual games using the structure. 
         [0013]    The Hasbro, Inc. “Connect Four” game incorporates a plastic grid-like structure into which uniformly sized objects two colors can be inserted. Connect Four is a two-player board game in which the players take turns in dropping discs into a vertical grid with the objective of getting four (4) of one&#39;s own discs in a line to form visual patterns. The visual patterns are not conceptually associated with letters, colors, numbers or other concepts which must be learned by children. 
         [0014]    The Connect Four game entails a limited use specified by the game rules setting up a plastic grid, seven and one half inches by ten inches (7½″×10″), and two (2) opposing players dropping either red or black checker chips into slots, one at a time, with each attempting to be the first to connect four (4) chips in a row of her respective color. 
         [0015]    It has been observed that young children, who do not play Connect Four enjoy dropping pieces in the grid, and enjoy the visual and tactile stimulation from doing. 
       SUMMARY OF INVENTION 
       [0016]    The present invention uses a grid structure into which pieces of various shapes and sizes can be physically inserted and displayed. This grid structure is a component in a system which includes numerous conceptual pieces have associated with specific learning concepts, which may be of varying shapes and textures. 
         [0017]    The system and method herein are designed to provide a tactile and visually stimulating method for a child to physically drop an object in the grid, such object being associated with a concepts (e.g., a series of numbers, letters, images) and conceptual pieces. Physical interaction and engagement facilitate and reinforce the learning process, in particular those concepts which are learned through repetition. 
         [0018]    The act of dropping the conceptual piece into the grid structure provides a interactive reinforcement mechanism for the child. This learning device can educate a child in learning motor skills or concepts included but not limited to colors, letters, numbers, vocabulary, spelling, grammatical rules, mathematics or any other skill in which children are commonly educated. 
         [0019]    The grid and conceptual piece components herein may be from wood, plastic, foam, edible material, clay, metal or any other material capable of handling and manipulation by children. All parts may be constructed of a material, size and shape that are safe for use by toddlers and pre-school children, or of sizes and materials appropriate for older children or adults 
         [0020]    As defined herein, “graphical learning concept representation” refers to any representation disposed on a player piece, including but not limited to colors, numbers, letters, and other symbols related to a learning, mathematical or linguistic concepts. The graphical representation can be disposed on the player piece by any means, whether temporary or permanent, including but not limited to stickers, painting, etching, and printing. 
         [0021]    As used herein, “conceptual piece” or “conceptual pieces” refers to any piece or component (such as a disk, block small disk counter that can be inserted into the grid in the instant invention to communicate information to the user. The player piece can be made of any shape, including circular (disk-shaped), and can be of any material including wood, foam, recyclable materials, stone, glass, metal, or plastic. 
         [0022]    As used herein, the term “curriculum goal” refers to any concept, goal, cognitive or motor skill which is identified in a school curriculum, special education curriculum, reading or math skill, or a therapeutic therapy goal. 
       DETAILED DESCRIPTION OF EMBODIMENTS 
       [0023]    For the purpose of promoting an understanding of the present invention, references are made in the text hereof to embodiments of a visual learning tool apparatus and system, only some of which are depicted in the figures. It should nevertheless be understood that no limitations on the scope of the invention are thereby intended. One of ordinary skill in the art will readily appreciate that modifications such as the size and shape of the components, positioning of the components relative to one another, materials from which the apparatus is made, and the inclusion of additional elements are deemed readily apparent and obvious to one of ordinary skill in the art, and all equivalent relationships to those illustrated in the drawings and described in the written description do not depart from the spirit and scope of the present invention. Some of these possible modifications are mentioned in the following description. Therefore, specific details disclosed herein are not to be interpreted as limiting, but rather as a basis for the claims and as a representative basis for teaching one of ordinary skill in the art to employ the present invention in virtually any appropriately detailed system, structure, or manner. 
         [0024]    It should be understood that all of the drawings are not necessarily to scale, emphasis instead being placed upon illustrating the principles of the invention. In addition, in the embodiments depicted herein, like reference numerals refer to identical or nearly identical elements in the various drawings. 
         [0025]    Moreover, the term “substantially” or “approximately” as used herein may be applied to modify any quantitative representation that could permissibly vary without resulting in a change in the basic function to which it is related. For example, one embodiment of a visual learning device is disclosed herein as being vertical. The visual learning device for children might permissibly be somewhat angled, flat, or designed in a shape other than a square or rectangle. and still be within the scope of the invention if its functionality is not materially altered. 
         [0026]    Referring now to the drawings,  FIG. 1  shows a top perspective view of one embodiment of visual learning device  100  in use by player  50 . Visual learning device  100  is comprised of grid  120 , supports  110 ,  111  capture mechanism  130 , slots  140 , and conceptual pieces  150 . 
         [0027]    Grid  120  comprises apertures  125 , which allows conceptual pieces  150  to be viewed once inserted into slot  140 . In the embodiment of visual learning tool  100  shown in  FIG. 1 , grid  120  has a pattern of six (6) by five (5) apertures  125 . However, it should be understood that any pattern can be used. Moreover, in the embodiment of visual learning tool  100  shown, grid  120  has apertures  125  on both the front face (visible from this perspective) as well as on the rear face (not visible), which allows conceptual pieces  150  to be viewed from both sides. However, it should be understood that grid  120  can alternately include apertures  125  only on the front face. In the embodiment shown, grid  120  is made of plastic, but can be made of wood, metal, stone, or any other sufficiently durable material, including combinations thereof. In the embodiment shown, apertures  125  are rectangular shaped, but in other embodiments may be circular, square or elliptical. Additionally, apertures need not be uniform in shape or size. 
         [0028]    In the embodiment shown, apertures  125  are sized such that a single player piece  150  is visible through each aperture  125 . In the embodiment of visual learning device  100  shown in  FIG. 1 , apertures  125  are square shaped. It should be understood, however, that any shape aperture  125  can be employed. Additionally, in other embodiments, grid  120  may have fewer or more sides, and may have sides which are solid in combination with sides having apertures. 
         [0029]    Conceptual pieces  150  are inserted into slot  140  at the top of grid  120 , pass through grid  120 , and are supported by capture mechanism  130 . Capture mechanism  130  is a rotatable bar across the bottom of grid  120  such that when in the position shown in  FIG. 1 , keeps conceptual pieces  150  positioned within grid  120 , but when pivoted either forward or backward, allows conceptual pieces  150  to pass through grid  120  and below Visual learning device  100 . 
         [0030]    In the embodiment shown, supports  110 ,  111  allow grid  120  to be positioned substantially vertically. Supports  110 ,  111  are positioned at the sides of grid  120  and are secured to grid  120  by any mechanism known and used in the art. However, in alternate embodiments of Visual learning device  100 , grid  120  and supports  110 ,  111  are formed of one integral piece. Furthermore, alternate numbers of supports  110 ,  111  can be used, including one (1) or greater than two (2). Supports  110 ,  111  are, in the embodiment shown, also made of plastic, but can alternately be made of any sufficiently strong material, including wood, foam, recyclable materials, metal, stone, or combinations thereof. In other embodiments, supports  110  and  111  may consist of separate components (such as a stand or bracket) or may be omitted entirely. 
         [0031]    It should also be understood that Visual learning device  100  can be constructed without the use of supports  110 ,  111 . In such an embodiment, grid  120  is not positioned vertically, but rather laid flat. In such an embodiment, grid  120  only needs apertures  125  on the front face. 
         [0032]      FIG. 2  shows a front view of an alternate embodiment of visual learning tool  100  in which visual learning device  100  further includes a visual or audio cuing device such as lights  160  and speaker  170 . In this embodiment, lights  160  can be of any color and add to the visual characteristics of using Visual learning device  100 . For example, when used to teach an young child motor skills, lights  160  can be used to indicate which column the conceptual pieces (not shown) should be placed. In the embodiment shown in  FIG. 2 , lights  160  are positioned vertically between the columns. However, it should be understood that lights  160  can instead be positioned between the horizontal rows, can be positioned both vertically and horizontally, or in any other configuration, and can also be positioned on supports  110 ,  111 . Furthermore, lights  160  can be programmed to teach sequencing to the user or can flash to indicate proper use of visual learning tool  100  or to add to the aesthetic appearance. In the embodiment shown, lights  160  are LEDs (light emitting diodes), but can be any type of light commonly known and used in the art. Additionally, conceptual pieces  150  may omit sounds or may include lights (not shown) 
         [0033]    Also visible in the embodiment of Visual learning device  100  shown in  FIG. 2  is speaker  170 . Speaker  170  can provide audio cues while visual learning tool  100  is in use or can be used to indicate proper use of visual learning tool  100 , alone or in combination with lights  160 . In addition, the embodiment of visual learning tool  100  shown in  FIG. 2  includes both lights  160  and speaker  170 . It should be understood that alternate embodiments of Visual learning device  100  can include only one (1) of lights  160  and speaker  170  or additional features. Furthermore, embodiments of visual learning tool  100  including lights  160  and/or speaker  170  would also require a power source (not shown). The power source could be a connection to an electrical outlet or a battery sufficient to operate the lights  160  and/or speaker  170 . 
         [0034]      FIG. 3  shows a front view of several alternate embodiments of conceptual pieces  150  in a disk shape. As provided supra, visual learning tool (not shown) is intended to educate a child (not shown), whether infants learning motor skills, toddlers learning colors, letters, and numbers or a related age appropriate concept, or older children learning vocabulary, reading, spelling, math or any other concept taught or skill reinforced in a grade school setting. As such, conceptual pieces  150  can include various graphical learning concept representations  155  or other identifying markings. For example, graphical learning concept representation  155  can be numbers, letters, words, symbols (a plus (+) sign or equals (=) sign), or a color, depending on what it is intended to be taught to the user. Graphical learning concept representation  155  can be affixed to conceptual pieces  150  by any means commonly known and used in the art, including but not limited to printing, stickers, painting, etching, and combinations thereof. Furthermore, graphical learning concept representation  155  can be positioned on only one (1) side of conceptual pieces  150  or on both sides, and graphical concept representation  155  can be the same on both sides or different on each side. In the embodiment shown, conceptual pieces  150  are made of plastic, but can alternately be made of any material commonly used in the art, including wood, foam, recyclable materials, metal, stone, and combinations thereof. 
         [0035]      FIG. 4  shows a front view of several alternate embodiments of conceptual pieces  150  in a disk shape having multiple surfaces ( 150   a , 150   b , 150   c ) for graphical learning concept representation. It should be noted that conceptual pieces  150  may be a varying shapes and sizes and a single embodiment of visual learning device  100  may include conceptual pieces  150  of varying shapes and sizes. Additionally, in some embodiments, conceptual pieces  150  may include removable or personalized indicia, such as sticker  160  which may be applied to conceptual pieces  150 . 
         [0036]    While the visual learning tool has been shown and described with respect to several embodiments in accordance with the present invention, it is to be understood that the same is not limited thereto, but is susceptible to numerous changes and modifications as known to a person of ordinary skill in the art, and it is intended that the present invention not be limited to the details shown and described herein, but rather cover all such changes and modifications obvious to one of ordinary skill in the art.