TODDLER WALKING AID BLOCKS

Abstract

A method of teaching a child to walk is disclosed in which blocks are placed on a supporting surface at a distance apart. The child stands is encouraged to walk between the blocks. One type of block is a box defining a storage compartment including a top wall, a plurality of side walls, and a bottom wall. A layer of padding is provided on the top wall and the plurality of side walls, and a weight member is disposed adjacent the bottom wall. Another type of block is a body of foam including a top surface, a plurality of side surfaces and a bottom surface. A weight member disposed adjacent the bottom surface. With either type of block, a removable cover is provided to receive and enclose the block.

Description

REFERENCE TO RELATED APPLICATIONS

This application claims the benefit of U.S. provisional application Ser. No. 63/202,573 filed Jun. 16, 2021, the disclosure of which is hereby incorporated in its entirety by reference herein.

TECHNICAL FIELD

This disclosure relates to articles for assisting children to learn how to walk.

BACKGROUND

With regards to infant development, the importance of learning to walk independently is of paramount importance. When a baby learns to walk independently, it allows for an overall increase in functional independence which is quintessential for learning. From a developmental standpoint, a child becoming increasingly more independent as they get older is effectively their only role or “occupation” at this age. Research shows that independent mobility (i.e. walking) is directly correlated with learning for young children. In other words, a child who is able to effectively navigate their environment is thought to experience a robust acceleration in cognitive development when compared with children who are unable to do so.

For this reason, along with general societal pressures, parents find this developmental milestone (independent walking) to be extremely stressful when their child is struggling to meet this milestone “on time” which is generally considered by pediatric developmental professionals to be 12 months old, or by the child's first birthday.

The stages of development in terms of infant mobility will follow a linear path that goes as follows: rolling, crawling, cruising, walking. “Cruising” refers to the tactic a baby uses to move around on their feet before they are able to walk without support. Cruising consists of a baby standing up and moving by supporting themselves using their upper body for assistance. When a child cruises, they do so by resting their arms on something to compensate for the required stability they have not yet developed in their legs to standup and independently walk without balancing on something with their arms. Cruising is most commonly done by a child using the pieces of furniture around the house. For example, children often cruise along the length of a couch; they face the couch, supporting themselves with their arms, and side-step from one side of the couch to the other. Children will often use other pieces of furniture for cruising includes a low table in the living room, an ottoman, or even along the side of the wall. Many children lack the strength or courage to stand on their own two feet that is required for cruising. Furthermore, even when the child does begin to cruise, this method of mobility often lasts longer than parents would prefer or even longer than what is considered developmentally appropriate. Often times this is the result of the child being too nervous to let go of what is supporting their upper body because of instability or for the fear of falling down.

While there have been many products developed over the years that are designed to help children learn to walk, none have been designed specifically to ease the transition between standing, cruising, and actual walking. Existing products on the market are designed to compensate for the child's inability or unwillingness to walk, rather than providing them with a method relying on and further developing the skills they do have, allowing them to practice walking without any compensatory aide.

This disclosure is directed to solving the above problems and other problems as summarized below.

SUMMARY

The present invention seeks to provide a solution to the above problem(s) with a product designed to help babies learn to walk independently, without any compensatory assistance from products or devices. This product is designed to allow babies to practice movement on their own, in a way that allows them to feel safe and confident by meeting them at whatever developmental stage they are at in terms of mobility. It can accommodate a child who needs to practice any particular phase of mobility that they are in, whether that be standing, cruising, or walking, or who is stuck in between any of those stages.

This product is designed to allow babies to practice movement on their own from point A to point B on their feet, by offering them the ideal surfaces to move back and forth between. This product is comprised of a set of blocks that are approximately 20 inches in height, which allows the baby to firmly place their hands on the top of them for balance. This product is also made of soft foam, or covered with a soft foam, with a weighted bottom portion, that allows the baby to comfortably lean on the product, and also protects them if they lose their balance and collapse onto the product. The blocks are light weight. Childcare providers can gradually adjust how close the products are together on the floor. As the baby becomes more confident in their ability to successfully move from one block to the other, the childcare provider can increase the distance between the products. This increases the challenge for baby, and ultimately increases their walking skills and confidence that they can successfully transition from one block to the other without falling.

At first the baby will only be able to use the blocks for cruising—meaning the blocks are at arm's length and the baby can balance with their arms during the transition, but with practice and as they become more confident, the blocks will be further separated, and the child will be willing to practice actual walking. As the blocks are moved further apart, the child must balance themselves upright without their upper body support during the transition. The top of the blocks are flat, so that a parent or caregiver can coax their child into moving from one block to the other by placing an interesting or preferred item for the child on top, thus encouraging and motivating them to successfully go and get the item.

According to one aspect of this disclosure as it relates to a method of teaching a child to walk, the method comprises placing a first block having at least a first padded surface on a supporting surface and placing a second block having at least a second padded surface on the supporting surface at a first distance from the first block. The child is then placed in a standing position with the child touching one of the first or second blocks. The child is then encouraged to walk to the other one of the first or second blocks until the child walks from one block to the other. Once this is accomplished, the second block is repositioned on the supporting surface at a second distance from the first block that is greater than the first distance. The child is then again placed in a standing position with the child touching one of the first or second blocks after the replacing step and the child is then again encouraged to walk to the other one of the first or second blocks until the child walks from one block to the other that is at the second distance from the first block.

According to another aspect of this disclosure, a first apparatus is provided that comprises a box defining a storage compartment including a top wall, a plurality of side walls and a bottom wall, wherein the top wall is pivotally attached to one of the side walls. A layer of padding is provided on the top wall and the plurality of sidewalls. A weight member that weighs more than a combination of the box and the layer of padding is disposed adjacent the bottom wall. A flexible cover defining a recess is adapted to receive and enclose the box.

According to another aspect of this disclosure, a second apparatus is provided that comprises a block of foam including a top surface, a plurality of side surfaces and a bottom surface. A weight member that weighs more than the block of foam is disposed adjacent the bottom surface. A cover is adapted to receive and enclose the block of foam and a space is provided between the cover and a bottom surface of the foam block that receives the weight member.

The above aspects of this disclosure and other aspects will be described below with reference to the attached drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a front perspective view of one embodiment of the body of an apparatus used to teach a child to walk in an open orientation.

FIG. 2 is a perspective view of the body of the apparatus shown in FIG. 1 being inserted in a cover.

FIG. 3 is a perspective view of the body of the apparatus shown in FIG. 1 being received in a cover that is being closed with a zipper closure.

FIG. 4 is a perspective view of two of the apparatuses shown in FIG. 1 shown with a child holding on to one of the apparatuses.

FIG. 5 is a perspective view of another embodiment of an apparatus used to teach a child to walk with a block of foam, two weight members and a cover being assembled.

FIG. 6 is a perspective view of the body of the apparatus shown in FIG. 5 being received in a cover that is being closed with a zipper closure.

FIG. 7 is a perspective view of two of the apparatuses shown in FIG. 5 shown with a child holding on to one of the apparatuses.

DETAILED DESCRIPTION

The illustrated embodiments are disclosed with reference to the drawings. However, it is to be understood that the disclosed embodiments are intended to be merely examples that may be embodied in various and alternative forms. The figures are not necessarily to scale, and some features may be exaggerated or minimized to show details of particular components. The specific structural and functional details disclosed are not to be interpreted as limiting, but as a representative basis for teaching one skilled in the art how to practice the disclosed concepts.

Various features illustrated and described with reference to any one of the figures may be combined with features illustrated in one or more of the other figures to produce embodiments that are not explicitly illustrated or described. The combinations of features illustrated provide representative embodiments for typical applications. Various combinations and modifications of the features consistent with the teachings of this disclosure could be used in particular applications or implementations.

Referring to FIG. 1, a box 10, also referred to herein as a block or apparatus, is shown that includes a pivotable lid 12. The box 10 includes a top wall 14, a plurality of sidewalls 16, and a bottom wall 18. The top wall 14 of the box is part of the lid 12. A layer of padding 20 is provided on the top wall 18 and the plurality of sidewalls 16 to protect a child who is attempting to learn to walk. The top wall 14, plurality of sidewalls 16, and bottom wall 18 are sufficiently rigid to maintain the box configuration and may be made from plastic, wood, corrugated material, or the like. The layer of padding 20 may be made from polyurethane foam, natural fiber padding (such as cotton), or another type of foamed polymer.

The lid 12 is attached with a hinge 22 to one of the sidewalls 16. In FIG. 1, the hinge 22 is shown to be a pair of loops of flexible material but it should be understood that the hinge 22 could be any type of hinge that permits the top wall to be opened and closed relative to the sidewalls 16. Other type of hinges may include a door hinge, a piano hinge, a pair of stub shafts received in a pair of openings, or the like.

A plurality of weight members 24 are shown to be received inside an opening 24 defined by the box 10. A weight member 24 as defined herein has a greater mass or density than the combined density of the other parts of the apparatus and is capable of weighing down the base of the apparatus. In simpler terms the weight member causes the apparatus to be bottom heavy. The weight members 24 in the illustrated embodiment are flexible bags or containers filled with a heavy filler material such a beans, sand, or pellets. The combined weight of the weight members 24 is greater than the combined weight of the box 10 including the lid 12. The weight members 24 function to inhibit the box 10 from tipping over under normal circumstances.

Referring to FIG. 2, the box 10 with the lid 12 is shown in a closed orientation and is disposed above a cover 26. The arrow below the box indicates that the box 10 and lid are to be inserted into the cover 26. The cover 26 includes a zipper 28 that closes the cover 26 over the box 10 and lid 12.

Referring to FIG. 3, the box 10 and lid 12 are shown inside the cover 26 as the zipper 28 is used to close the cover 26.

Referring to FIG. 4, two of the apparatus 30 used in the disclosed method of teaching a child to walk are shown with a child 32 holding onto one of the apparatuses 30 that is disposed on a supporting surface 34. The other one of the apparatuses 30 is disposed on the supporting surface 34 at a distance spaced from the one apparatus.

Referring to FIG. 5, an alternative embodiment of an apparatus 40 for teaching a child to walk is shown in an inverted exploded perspective view. The apparatus 40 includes a foam body 42 that defines recesses 44 that each receive one of a pair of weight members 46. The density of the weight members 46 is greater than the density of the foam body 42. After the weight members 46 are received in the recesses 44, a cover 48 is pulled up over the foam body 42 and weight members 46 to enclose them. A zipper 50 is used to close the cover 48 but it should be understood that other types of closures such as hook and loop fastening strips, buttons, or the like may be used instead of a zipper 50. In use, the apparatus 40 is positioned with the weight members 46 on the bottom generally below the foam body 42.

The foam body 42 includes a bottom wall 52, a plurality of sidewalls 54 and a top wall 56. As shown in FIG. 5, the bottom wall 52 is shown to be above the sidewalls 54 for assembly purposes. The top wall 56 is smaller than the bottom wall 52 and the side walls 54 are tapered inwardly from the bottom wall 52 to the top wall 56. The broader base of the apparatus 40 functions to add stability. The weight members 46 are also provided in the lower portion of the apparatus 40 to stabilize the apparatus 40.

Referring to FIG. 6, the cover 48 is shown to be enclosing the foam body 42 and weight members 46 and is being closed by the zipper 50. The cover 48 functions to hold the foam body 42 and the weight members 46 together.

Referring to FIG. 7, two of the apparatus 40 used in the disclosed method of teaching a child to walk are shown with a child 58 holding onto one of the apparatuses 40 that is disposed on a supporting surface 60. The other one of the apparatuses 40 is disposed on the supporting surface 60 at a distance spaced from the one apparatus.

The method of teaching a child to walk comprises placing a first apparatus 30, 40 having at least a first padded surface 20, 42 on a supporting surface 34, 60 and placing a second apparatus 30, 40 having at least a second padded surface 20, 42 on the supporting surface 34, 60 at a first distance from the first apparatus 30, 40. The following description of the disclosed method references the embodiment of FIGS. 1-4 with the first listed reference numeral and the embodiment of FIGS. 5-7 with the second listed reference numeral. The next step in the method is to place the child 32, 58 in a standing position with the child touching one of the first or second apparatus 30, 40. The child 32, 58 is then encouraged to walk to the other one of the first or second apparatus 30, 40 until the child 32, 58 walks from one apparatus 30, 40 to the other.

When the child 32, 58 becomes proficient at a first distance, one or both of the apparatuses may be repositioned on the supporting surface 34, 60 at a second distance from the first apparatus 30, 40 that is greater than the first distance. (In the case where the child is not able to walk from on apparatus to the other at the first distance, the apparatus es may be repositioned closer to each other.) The child 32, 58 is then again placed in a standing position with the child 32, 58 touching one of the first or second apparatus 30, 40 and the child 32, 58 is then again encouraged to walk to the other one of the first or second apparatus 30, 40s until the child 32, 58 walks from one apparatus 30, 40 to the other that is at the second distance from the first apparatus 30, 40.

According to other aspects of the method the first apparatus 30 and the second apparatus 30 may each include a hollow box 10 including the top surface, or top wall 14, and a plurality of side surfaces, or side walls 16 including padded surfaces attached to the top surface 14 and the plurality of side surfaces 16. The top surface 14 may be part of the lid 12 that is connected by a hinge 22 member to one of the side surfaces 16 to be openable to provide access to the inside of the hollow box 10.

The method as shown in FIGS. 1-4 may further comprise using the first apparatus 30 and the second apparatus 30 that each include a cover 26 formed of a flexible fabric that encloses the bottom surface, or bottom wall 18, the top wall 14, and the plurality of side surfaces, or side walls 16. The first and the second apparatus 30 may each include a weighted bottom portion. The weighted bottom portion may further comprise at least one container for a weight medium having a density greater than the density of the foam apparatus 30.

The method as shown in FIGS. 5-7 may further comprise the first apparatus 40 and the second apparatus 40, or blocks, are each foam bodies 42 that each include a weighted bottom portion provided by a weight member. The foam body 42 is made of polymer foam that defines at least one recess and further comprises at least one container for a weight medium having a density greater than the density of the foam body 42. The weight medium may be a quantity of beans, BBs, shot or heavy pellets and the container may be a bag holding the beans, or other weight medium.

A set of the blocks will consist of either two or three blocks. Preferably, the blocks measure approximately 20 inches in height, and have a base that is approximately 18×18 inches, and a top approximately 16×16 inches. Alternatively, the blocks may be rectilinear in shape with top and bottom surfaces that are of the same size as in the embodiment of FIGS. 1-4. In the embodiment of FIGS. 5-7 the base may be larger than the top, giving it a tapered or trapezoid appearance and give the blocks greater stability allowing the child to rest their weight on the block, or crash into the block after losing their balance, without knocking the block over. The components may consist of a soft foam, with a washable cover that goes over it like a sleeve, which is then closed with a zipper.

At the base of the foam, on opposite sides, two recesses, or spaces, are defined that run along the length of the side. A bean bag filled bag, or container, may be placed in the recesses and is secured when the sleeve is applied and closed with the zipper. The weighted member, or bean bag, adds greater stability.

The top of the blocks may include materials of various textures that serve multiple purposes. The texture of the surfaces may be used to motivate the child to stand and engage with the blocks. The texture of the blocks may provide a sensory rich experience for the baby from a tactile standpoint when they place their hands on the top of the blocks and explore the different textures.

The embodiments described above are specific examples that do not describe all possible forms of the disclosure. The features of the illustrated embodiments may be combined to form further embodiments of the disclosed concepts. The words used in the specification are words of description rather than limitation. The scope of the following claims is broader than the specifically disclosed embodiments and includes modifications of the illustrated embodiments. In addition, the features of various implementing embodiments may be combined to form further embodiments of the invention.

Claims

1. A method of teaching a child to walk comprising:

placing a first apparatus having at least a first padded surface on a supporting surface;

placing a second apparatus having at least a second padded surface on the supporting surface at a first distance from the first apparatus;

placing the child in a standing position with the child touching one of the first or second apparatus;

encouraging the child to walk to the other one of the first or second apparatus until the child walks from one apparatus to the other;

replacing the second apparatus on the supporting surface at a second distance from the first apparatus that is greater than the first distance;

placing the child in a standing position with the child touching one of the first or second apparatus after replacing the second apparatus on the supporting surface; and

encouraging the child to walk to the other one of the first or second apparatus until the child walks from one apparatus to the other that is at the second distance from the first apparatus.

2. The method of claim 1 wherein the first apparatus and the second apparatus each include a hollow box having a top surface and a plurality of side surfaces, wherein the first and second padded surfaces are attached to the top surface and the plurality of side surfaces, respectively.

3. The method of claim 2 wherein the top surface is part of a lid that is connected by a hinge to one of the side surfaces to be openable to provide access inside the hollow box.

4. The method of claim 3 wherein the first apparatus and the second apparatus each include a cover formed of a flexible fabric that encloses a bottom surface, the top surface, and the plurality of side surfaces.

5. The method of claim 2 wherein the first and the second apparatus each include a weight member in a bottom portion of the box.

6. The method of claim 5 wherein the weight member further comprises:

at least one container for a weight medium having a combined weight greater than the weight of the hollow box.

7. The method of claim 1 wherein the first apparatus and the second apparatus are each foam apparatus that each include a weight member in a bottom portion of the apparatus.

8. The method of claim 7 wherein the foam apparatus is a block that defines at least one recess and further comprises:

at least one container for a weight medium having a density greater than the density of the foam block.

9. The method of claim 8 wherein the weight medium is a quantity of beans and the container is a bag.

10. An apparatus comprising:

a box including a top wall, a plurality of side walls and a bottom wall, wherein the top wall is pivotally attached to one of the side walls;

a layer of padding provided on the top wall and the plurality of side walls;

a weight member disposed adjacent the bottom wall wherein the weight member weighs more than a combination of the box and the layer of padding; and

a flexible cover defining a recess adapted to receive and enclose the box.

11. The apparatus of claim 10 wherein the top wall is pivotally attached to one sidewall with a hinge.

12. The apparatus of claim 10 wherein the weight member further comprises:

at least one container for a weight medium having a density greater than the density of the density of the combination of the box and the layer of padding.

13. The apparatus of claim 12 wherein the pellet weight medium is a quantity of beans and the container is a bag.

14. The apparatus of claim 10 wherein the apparatus is a first apparatus and a second apparatus that each include the box, the layer of padding, the weight member, and the flexible cover, and wherein the first apparatus and the second apparatus are adapted to be placed on a supporting surface at a distance from each other, the first apparatus and the second apparatus are adapted to be used in combination by placing the second apparatus at a first distance from the first apparatus;

placing a child in a standing position with the child touching one of the first or second apparatus, and encouraging the child to walk to the other one of the first or second apparatus until the child walks from one apparatus to the other; and

repositioning one of the apparatus at a different distance from the other apparatus;

placing the child in a standing position with the child touching one of the first or second apparatus; and

encouraging the child to walk to the other one of the first or second apparatus until the child walks from one apparatus to the other that is at a different distance from the first apparatus.

15. An apparatus comprising:

a block of foam including a top surface, a plurality of side surfaces and a bottom surface;

a weight member disposed adjacent the bottom surface, wherein the weight member weighs more than the block of foam; and

a cover adapted to receive and enclose the block of foam, wherein a space is provided between the cover and a bottom surface of the foam block that receives the weight member.

16. The apparatus of claim 15 wherein the block of foam defines at least one recess in the bottom surface that is adapted to receive the weight member.

17. The apparatus of claim 15 wherein the weight member further comprises:

at least one container for a weight medium that in combination weigh more than the combination of the box and the layer of padding.

18. The apparatus of claim 17 wherein the weight medium is a quantity of beans and the container is a bag.

19. The apparatus of claim 17 wherein the apparatus is a first apparatus and a second apparatus that each include the box, the layer of padding, the weight member, and the flexible cover, and wherein the first apparatus and the second apparatus are adapted to be placed on a supporting surface at a distance from each other, the first apparatus and the second apparatus are adapted to be used in combination by placing the second apparatus at a first distance from the first apparatus;

placing a child in a standing position with the child touching one of the first or second apparatus, and encouraging the child to walk to the other one of the first or second apparatus until the child walks from one apparatus to the other; and

repositioning one of the apparatus at a different distance from the other apparatus;

placing the child in a standing position with the child touching one of the first or second apparatus; and

encouraging the child to walk to the other one of the first or second apparatus until the child walks from one apparatus to the other that is at a different distance from the first apparatus.

20. The apparatus of claim 15 wherein the top surface is smaller than the bottom surface and the side walls extend between the top surface and the bottom surface and converge from the bottom surface to the top surface.