Educational toy/game

Abstract

An educational toy/game having a box and having blocks with raised shapes thereon that fit into correspondingly shaped openings in the box. Aids in developing shape and color recognition in young children as well as improving dexterity in both children and adults.

Description

RELATED APPLICATIONS

[0001] The present invention is a continuation of Disclosure Document Number 482,088 filed on Nov. 6, 2000.

FIELD OF THE INVENTION

[0002] The present invention relates generally to educational toys and games for children. More specifically, the present invention relates generally to educational toys and games for children that teach color and shape recognition.

BACKGROUND OF THE INVENTION

[0003] It is common practice to provide children with learning tools in the form of toys and games designed to amuse them while providing valuable educational lessons. Given the short attention span of children, there is a constant need to provide new and interesting toys and games to simultaneously amuse and educate them. The invention described herein fulfills this need.

[0004] In addition, there are adult individuals who have trouble with dexterity either as a result of age or illness. Adults also get bored doing the same things repeatedly. Consequently, there is constant need to provide new learning tools that will enable adults to increase their dexterity. The invention herein described fulfills this need.

[0005] Further, many of the toys and games that are in existence for the above stated purposes have game pieces that are small and cannot be easily handled. Consequently, the need exists for an educational toy/game with pieces that are easier to manipulate and handle. The invention herein described fulfills this need.

SUMMARY OF THE INVENTION

[0006] The present invention, the educational toy/game, is an educational toy that is helpful in building motor, memory and dexterity skills through the identification and placement of blocks with various shapes, letters, numbers or similar items thereupon. The preferred embodiment of the invention is a hexagonal box with a hinged door at one end and cut-out shapes, letters and/or numbers along each side. Blocks with raised shapes, letters and/or numbers are stored within the box. The game is played by matching and fitting the raised shape, letter and/or number with the identical cut-out shape, letter and/or number. In one embodiment each side of the box is colored a different color and each side of a block is colored a corresponding color to aid in education related to color recognition. Still other embodiments of the present invention include a collapsible educational toy/game, a carrying strap, or a screw off lid and/or a timer.

[0007] It is the primary object of the present invention to provide a toy/game that is educational, fun and stimulating.

[0008] It is a further object of the present invention to provide an educational toy/game that enhances dexterity.

[0009] It is also an object of the present invention to provide an educational toy/game that teaches shape, number, letter and/or color recognition.

[0010] It is also an object of the present invention to provide an educational toy/game that is self contained and portable.

BRIEF DESCRIPTION OF DRAWINGS

[0011] The advantages and features of the present invention will become better understood with reference to the following more detailed description and claims taken in conjunction with the accompanying drawings, in which like elements are identified with like symbols, and in which:

[0012] FIG. 1 is a perspective view of the educational toy/game.

[0013] FIG. 2 is a perspective view of a box side.

[0014] FIG. 3 is a perspective view of a block.

[0015] FIG. 4 is a side view of the educational toy/game.

[0016] FIG. 5 is a perspective view of the collapsible embodiment of the educational toy/game.

DETAILED DESCRIPTION OF THE INVENTION

[0017] The preferred embodiment of the educational toy/game 10, as shown in FIG. 1, has a hexagonally shaped box 20. One of ordinary skill in the art would recognize that the box 20 could be any number of different shapes, including, but not limited to a rectangle, heptagon, triangle, etc. In a preferred embodiment, the box 20 has six rectangular sides: box side “A” 21, box side “B” 22, box side “C” 23, box side “D” 24, box side “E” 25 and box side “F” 26. In the preferred embodiment, each box side 21-26, is colored a color different from any of the other box sides.

[0018] The preferred embodiment also has two end panels 28 on the box 20, each colored a color that can be the same or different than any of the six box sides 21-26. In the preferred embodiment, the end panels 28 serve, among other purposes, to hold the box 20 together. Each box side 21-26 is fastened to each of the end panels 28 via a pair of screws. It is preferred that the end panels 28 of the box 20 are hexagonal in shape and are fastened to the vertical edges 29 of the box sides 21-26 such that a hollow hexagonal box is formed. One of ordinary skill in the art would recognize that the shape of the end panels 28 need not be hexagonal, but should be shaped appropriately for the shape of box 20 being used. One of ordinary skill in the art would further recognize that the box sides 21-26 could be attached to one another, and/or attached to the end panels 28, in a number of different ways, including, but not limited to with adhesive, nails or staples.

[0019] As can be seen in FIGS. 1 and 2, in the preferred embodiment, each box side 21-26 has the outline of six different characters, shapes, number, letters, designs, etc. cut-out of that side. For example, box side “A” 21 has cut-outs of shapes a triangle 30, square 31, circle 32, rectangle 33, hexagon 34 and star 35. Box side “B” 22 has cut-outs of numbers one through six “1-6”. Box side “C” 23 has cut-outs of letters “A”-“F” and so on for box sides “D” 24, “E” 25 and “F” 26. One of ordinary skill would readily recognize that side “A” 21 need not have cut-outs of shapes, but could have characters, numbers, letters, etc. The same applies to the remaining sides. Any pattern or combination is acceptable. Each cut-out is distinct from all of the other cut-outs in the box. Although it is preferred that each box side 21-26 has six cut-outs, one of ordinary skill in the art would recognize that any given side could have as little as no cut-outs or as many cut-outs as will fit without altering the use and function of the present invention.

[0020] FIG. 3 depicts block 40. In the preferred embodiment, there are six blocks 40 and each block 40 has six sides. For example, the first block has: block side “A” 41, block side “B” 42, block side “C” 43, block side “D” (not shown), block side “E” (not shown) and block side “F” (not shown). In the preferred embodiment, each block side has a raised shape thereupon. Block side “A” 41 has the raised shape of a triangle 70, block side “B” 42 has the raised shape of the number one 71, block side “C” 43 has the raised shape of the letter “A” 72, etc. Each block preferably has only one raised shape that corresponds with a cut-out on box side “A” 21, only one raised shape that corresponds with a cut-out on box side “B” 22, etc. Consequently, all six blocks are needed to fill one box side. In the preferred embodiment, each raised shape corresponds with and fits into one and only one cut-out. It is preferred that the color of the block side “A” 41 with the raised shape of a triangle 70 that fits into the cut-out of a triangle 30, is the same color as box side “A” 21 that houses the cut-out of a triangle 30. For example, in the preferred embodiment, if box side “A” 21 is blue, the user finds the blue side of all six blocks 40. The user then only has six different raised shapes to match with six different cut-outs. This narrows the shapes to choose from as well as teaching color recognition. Blocks with raised shapes upon them rather than blocks that are cut into the shape of the cut-outs are preferred because they are easier to grab onto and manipulate for those lacking in dexterity. The raised shapes can be obtained in a number of different ways, including but not limited to, carving the shapes out of the blocks 40 and or adhering the shapes to the blocks 40.

[0021] As can be seen in FIG. 4, in the preferred embodiment, the end panels 28 of the box 20 are hexagonal in shape and are adhesively attached to the vertical edges 29 of the box sides 21-26. One of ordinary skill in the art would recognize that the shape of the end panels 28 need not be hexagonal, but should be shaped appropriately for the shape of box 20 being used. In the preferred embodiment, a door 50 is attached to one end panel 28 with a pair of hinges 52 that allows the door 50 to be opened and closed so that the blocks 40 can be stored within the box 20. One of ordinary skill in the art would recognize, however, that the door 50 could be attached to the end panel 28 by a number of different means, including but not limited to snaps, ties, etc. It is preferred that a turn latch 54 is attached to the end panel 28 allowing the door 50 to be locked so that the blocks 40 do not fall out. One of ordinary skill in the art would recognize that the door 50 could be held closed by a number of different means, including, but not limited too an eye and hook latch, etc. Also in the preferred embodiment, the door 50 has a finger hole 56 to allow easier opening of the door 50. One of ordinary skill in the art would recognize, however, that the door 50 need not have a finger hole 56 and could have a handle or string, etc. attached to it instead to aid in opening the door 50.

[0022] It is preferred that the box sides 21-26, end panels 28, door 50 and blocks 40 are constructed from either wood or plastic. One of ordinary skill in the art would recognize that a number of different materials could be used to make the educational toy/game 10, including, but not limited to, rubber or foam.

[0023] In another embodiment of the educational toy/game 10, one end panel 28 is removably attached to the box 20. In this embodiment it is preferred that one end panel 28 has threads (not shown) corresponding with the threads (not shown) on the box 20 that allow the end panel to be screwed on and off of the box 20. In this embodiment it is preferred that a tether strap attach the end panel 28 to the box 20 to prevent the end panel 28 from becoming misplaced and/or lost.

[0024] In yet another embodiment of the educational toy/game 10, shown in FIG. 5, all of the box sides 21-26 are connected together on each longitudinal edge 27 with double acting hinges 80, except for two. Box side “C” 23, for example, is only connected to box side “D” 24 with a double acting hinge 80 and box side “B” 22 is only connected to box side “A” 21 with a double acting hinge 80. Box side “C” 23 is releasably attached to box side “B” 22, via a fastener 60 such as velcro, snaps, etc. Further, the end panels 28 of this embodiment are connected to only one box side, box side “A” 21 for example, with a double acting hinge 80. This allows the user to collapse the educational toy/game 10 and store it flat in a bag with the blocks for easier portability.

[0025] Still another embodiment of the educational toy/game 10 has an adjustable carrying strap (not shown) attached to the educational toy/game with a fastener such as velcro, snaps, etc. One of ordinary skill in the art would recognize that the carrying strap need not be adjustable and can be attached to the educational toy/game 10 by a number of different means, including, but not limited to, velcro.

[0026] Further, in another embodiment the educational toy/game is used with a timing device (not shown) that is stored with the blocks 40. This allows user to “test” one's self against the clock or compete against other users for the fastest time.

[0027] Although this invention has certain preferred embodiments, it will be obvious to those skilled in the art that various changes and modifications may be made therein without departing from the invention, and all such changes and modifications are intended to fall within the true spirit and scope of the invention.

Claims

1. An educational toy/game comprising:

a vessel having at least one flat outer surface, said at least one flat outer surface having at least one cut-shape cut therethrough; and

at least one block having at least one flat side, said at least one flat side having a raised shape thereupon, said raised shape having the same outline as one of said at least one cut-shape.

2. The educational toy/game of claim 1 wherein said vessel further has at least one resealable opening, said resealable opening being wide enough to fit said at least one block therethrough.

3. The educational toy/game of claim 1 wherein said vessel further has a carrying strap coupled thereto.

4. The educational toy/game of claim 1 wherein said cut-shape is one of the set comprising (shapes, letters, numbers, characters, symbols and icons).

5. The educational toy/game of claim 1 further comprising a timing device.

6. An educational toy/game comprising:

a vessel having at least one flat outer surface, said at least one flat outer surface having at least one cut-shape cut therethrough and having a color distinct from any other said at least one flat outer surface; and

at least one block having at least one flat side, said at least one flat side having a raised shape thereupon and having a color corresponding to the color of one of said at least one flat outer surface, said raised shape having the same outline as one of said at least one cut-shape.

7. The educational toy/game of claim 5 wherein said vessel further has at least one resealable opening, said resealable opening being wide enough to fit said at least one block therethrough.

8. The educational toy/game of claim 5 wherein said vessel further has a carrying strap coupled thereto.

9. The educational toy/game of claim 5 wherein said cut-shape is one of the set comprising (shapes, letters, numbers, characters, symbols and icons).

10. The educational toy/game of claim 5 further comprising a timing device.