Abstract:
A sand toy comprising a generally planar body having at least one edge with a plurality of serrations along the edge, spaced side edges and finger engaging holes whereby the sand toy can be grasped along the side edges with the fingers engaging the openings in order to move the sand toy to bring the serrations into contact with sand and the like.

Description:
This invention relates to children&#39;s toys and particularly sand toys. 
     BACKGROUND AND SUMMARY OF THE INVENTION 
     In the case and education of children and particularly pre-school children, it is common to provide sand toys to not only occupy the time of the children and create recreation but also to improve motor coordination, creativity, movement and the like. 
     One common type of sand toy that has been used is a generally rectangular piece of uniformly thick Masonite which has one edge formed with serrations of various configurations which permit movement of the toy along a pile of sand or the like to create designs. Such a toy can not be used with moist or wet sand and offers limited challenge because of the artistic abilities of the child. 
     It has been found that such a toy is effective but creates some difficulty in the manipulation thereof by small children. 
     Accordingly, among the objectives of the present invention are to provide a sand toy which is more easily utilized by children, which is more attractive to children; which functions to increase motor coordination, creativity, movement, language enrichment; and which is safe. 
     In accordance with the invention, the sand toy comprises a generally planar body, at least one edge with a plurality of serrations along said edge, spaced side edges, and finger engaging holes whereby the sand toy can be grasped along the side edges with the fingers engaging the openings in order to move the sand toy to bring the serrations into contact with sand and the like. 
    
    
     DESCRIPTION OF THE DRAWINGS 
     FIG. 1 is a perspective view showing the sand toy embodying the invention being used. 
     FIG. 2 is a plan view of the sand toy. 
     FIG. 3 is a plan view of a modified form of the sand toy. 
     FIG. 4 is a perspective view showing a different manner of use of the toy. 
    
    
     DESCRIPTION 
     Referring to FIG. 2, the sand toy 10 comprises a body of plastic which is of uniform thickness. The plastic may comprise various types of plastic such as polycarbonate or acrylic and is preferably colored and translucent or transparent to make it more attractive and encourage the creativity of the child by the effect produced due to the translucency and transparency. In a preferred form, the body is of flat solid stock having a thickness of about 3/16 of an inch. 
     As shown in FIG. 2, the body 10 includes spaced side edges 11 and top and bottom edges formed respectively with serrations 12, 13, the serrations 12 being offset triangles and the serrations 13 being generally rectangular fingers. The toy further includes spaced finger receiving openings 14, 15 which are elongated in a direction parallel to the edges 11 and separated from the edges 11 by edge portions 16, 17 and an intermediate portion 18. The portion 18 is of less width than the portions 16, 17. 
     Thus, the body 10 can be grasped by two hands as shown in FIG. 1 with the fingers extending partially into the openings and grasping the portions 16, 17. Alternatively, the body can be manipulated by grasping portion 18, as shown in FIG. 4. The sand toy is utilized by moving the serrations 12 or 13 along the sand to manipulate the sand. The width of portion 18 is preferably about one inch and the width of portions 16, 17 is preferably about 11/2 inches. The openings 14, 15 preferably have a width of 11/2 inch and a length of 21/2 inch extending generally parallel to the side edges 11. 
     In the form shown in FIG. 3, serrations 12a and 13a are of different configurations, the serrations 12a comprising recesses connected by flat portions and the serrations 13a being generally V-shaped. 
     The spontaneous behaviors observed and recorded with children ranging between 21/4 and 6 years of age utilizing the sand toy have been analyzed and are summarized as follows: 
     
         __________________________________________________________________________Grasp(Fine Motor     1.       The toy permits the children to exerciseCoordination)       a variety of grasps. Those observed included:       a.         Two hands at the top-design side or         straight edge.       b.         One hand grip using gripper in adult         fashion.       c.         One hand grip with fingers through one         hole and palm holding flat edge.       d.         Two hand grip with one hand as in c. above         and other hand used to support toy on         opposite side.       e.         Two hand grip with palms against design         and fingers through hold.       (Given children used several grips depending       on the ways in which they used the toy.)Functions(Creativity,     2.       The following functions were observed:problem solving)       a.         Making grooved designs in the sand.       b.         Moving the toy flatly across sand to         make &#34;roadway&#34; indentation.       c.         Using toy as a mold, i.e. piling sand         and pressing it.       d.         Using toy as a brace - standing it in sand         and piling sand around it.       e.         Using toy as a drop-through, placing it         over a container and dropping sand through         the holes.       f.         Using toy as shovel - scooping sand with         flat or grooved edge and transfering         from one place to another.       g.         Using toy as a scraper - to smooth sand.       (Designing, Molding, Building, Scraping and       Shoveling in the sand.)Position options(Movement)     3.       The children used the toy in various positions.       The most popular were:       a.         Standing up and bending at the waist,         using the entire sandbox area located         at ground level as the space in which         to play.       b.         On knees - using the space as far as the         arms can stretch.       c.         Sitting down - using the space directly         in front.       d.         Stooping - using the space directly in         front and in semi circular motions.LanguageEnrichment     4.       The toy can be used to stimulate vocabulary       development.       a.         One child used the word &#34;design&#34; after         modeling.       b.         Children used terms such as &#34;groove,         rectangle, scrape, dig, shovel, lift,         balance, weigh, etc.&#34; in response to         modeling.       c.         The language enrichment offered social         exchange and interaction between         children.__________________________________________________________________________ 
    
     Conclusions: 
     1. Design seams adequate for providing children various gripping options to meet developmental needs of children. 
     2. Two edges with straight design enhance grip options as well as use options. 
     3. Children demonstrated sustained spontaneous interest. Younger children demonstrated short interest span but might return to toy for repeated short intervals. Older children sustained interested and varied use of toy spontaneously. 
     4. The toy can be used for a variety of teaching purposes. 
     5. The toy provides for both individual play experiences as well as social exchange with other children. Two pieces will be part of one set, each with different design patterns on two sides. 
     6. Safety measures have been primary in design of this toy. It is imperative that the material used to create this toy be of safe composition. The design and structure of this toy be such that it will not cause injury or harm to children. 
     7. The toy should be made of durable material and manageable by children of per school age or older.