JP2002126374A - Intellectual training toy - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide an intellectual traning toy which can not only teach children how to cut a figure modeled after the fruit or the like, but also can make them memorize the name or explanation of the figure with a feeling as if they are playing with a quiz and make them know how to describe it (how to write letters). SOLUTION: The intellectual training toy consists of the figure which can be devided into two parts. The division faces of the figure are provided with attaching means so that the divided parts of the fugure can be integrated into one body by the division faces. The division faces of the figure which is cut by inserting a toy kitchen knife or the like between the division faces are provided with the name or explanation of the figure.

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to a toy which is used as a play of a concrete object such as vegetables, fruits and fish by inserting a toy knife from its dividable portion and cutting it as if it were a knife. The person in charge, especially the name and description of the concrete object,
The present invention relates to an educational toy for letting an infant remember the character notation.

[0002]

2. Description of the Related Art Heretofore, as a toy for playing play with a house, there has been one in which vegetables such as carrots formed of a synthetic resin material so as to be dividable are also divided by a synthetic resin toy knife.

[0003] A real toy with a real toy as disclosed in Japanese Utility Model Application Laid-open No. 54-103997 forms a shaped body such as vegetables and fruits by removably connecting a large number of cut pieces, and the outside of the shaped body along the cut of the cut piece. It is formed by forming a cut portion for cutting. In the vegetable toy of Japanese Utility Model Publication No. 62-14880, a plurality of simple substances are joined to form a vegetable body, and a concave portion is formed in each joint surface of the simple substance, and adjacent concave portions are joined and separated from each other in the concave portion. A velvet fastener, which is a joining means, is provided, and the single pieces are joined together with their joining surfaces in contact with each other.

[0004]

Problems to be Solved by the Invention
The 97 as-is toy is intended to teach children to cut cooking ingredients and to provide a puzzle-like fun of restoring the cut to its original shape. In addition, the vegetable toy of Japanese Utility Model Publication No. 62-14880 is intended to allow a young child to naturally learn how to use a knife while playing with a play house.

However, Japanese Utility Model Application Laid-Open No. 54-103997
In addition, Jiko No. 62-14880, simply cooking (cutting of materials)
It did not imitate the teaching of the material, only by imitating it.

[0006] In some picture books and the like, vegetables and their names are drawn and the learner learns them. However, in many cases, the names are also written on the picture of vegetables, especially when the infant plays alone. There was a drawback that this name was visible when I saw it, and it lacked quiz-like elements.

Accordingly, the present invention solves the above-mentioned problems, and not only teaches a child to cut a concrete object (not limited to only the above-mentioned cooking materials) but also changes the name of the concrete object to a quiz-like one. The purpose is to be able to memorize with the element and how to write the name.

[0008]

Means and Actions for Solving the Problems The above-mentioned problems are:
The toy is formed by dividing the concrete body into two or more parts, providing an adhesive means on the divided surface so as to be integrated on the divided surface, and inserting a toy knife or the like into the divided surface to divide the concrete body. This is achieved by providing the name of the concrete object or its description on the surface.

[0009] Since the name of the concrete object or its description is provided on the division surface, it does not appear unless the concrete object is divided from the division surface. Therefore, it is possible to perform a kind of quiz-like enjoyment in which the name of the concrete object and the description thereof are divided while being imagined, and whether or not the content of the imagination matches the actual is determined. For example, in the case of ginseng, the characters are expressed as "carrots" in hiragana and katakana. As an explanation, it is only necessary to intentionally display such as "take it out" or "get curry". You can read this description to make the name imaginable. If there are a plurality of divisions, names, descriptions, sectional views described later, and the like can be provided separately on different division planes.

In order to provide the name of the concrete object or its description on the division surface, printing may be performed on the division surface, or a sticker containing the name or description may be attached. It is conceivable to display names etc. by projecting characters on the dividing surface, but when inserting a toy knife into the dividing surface and dividing the concrete object, this projecting was done before the kitchen knife hit the bonding means. Since it is not so preferable to hit a character, it depends on the printing or sticking of a sticker. If the part where the kitchen knife first hits is the bonding means, the concrete body is divided smoothly, but if it hits the character that protrudes earlier, it may feel disturbed by the act of cutting and it may cause discomfort. is there. In the case where characters are displayed by projecting, this part can be used as a stamp. Therefore, more positively, this portion may be intentionally used as a stamp, and a configuration may be adopted in which characters can be transferred to paper or the like with ink.
Although it may lack some smoothness when inserting the kitchen knife,
More useful functions can be obtained.

According to the printing and the sticker described above, there is an advantage that the display of the font type and the like can be easily changed as compared with the case where the characters are projected on the divided surface. Alternatively, two different stickers may be provided, and the name of the concrete object may be displayed on the upper side, and the description thereof may be displayed on the lower side. In this way, parents can play together or play alone if they get used to it.

Further, in the case where the bonding means is a magnet, by providing an N-pole magnet on one of the opposing divided surfaces and an S-pole magnet on the other, the two can be adhered to each other. By inserting a kitchen knife,
The concrete body can be divided. Also, the adhesion between the two is easy. The magnet may be provided so as to protrude from the split surface.However, in order to make it difficult for the kitchen knife to hit the magnet when a toy knife is inserted into the split surface, a groove for mounting the magnet on the split surface is provided. Then, a magnet may be provided in the groove to reduce the degree of protrusion of the magnet, or the surface of the magnet may be made substantially coincident with the divided surface. However, even when the magnet is protruded from the dividing surface, the knife can be divided without touching the magnet by operating the toy knife after inserting the toy knife into the dividing surface.

When the bonding means is a hook-and-loop fastener, the male and female can be provided on one of the opposing split surfaces, and the other can be bonded. By inserting a kitchen knife, the concrete body can be divided. As in the case of the magnet, the hook-and-loop fastener may be provided so as to protrude from the split face.However, to make it difficult for the kitchen knife to hit the hook-and-loop fastener when a toy knife is inserted into the split face, the Form a groove for attaching a fastener, and provide a hook-and-loop fastener in this groove to reduce the protrusion of the hook-and-loop fastener, or approximate the tip of the male hook or female-side loop of the hook-and-loop fastener to the split surface What is necessary is just to make it match.

In the case where the bonding means comprises a combination of a concave portion provided on one of the divided surfaces and a convex portion provided on the other divided surface which fits into the concave portion, the toy knife is inserted into the divided surface. In this case, the distance between the divided surfaces is large, the fitting between the concave portion and the convex portion is loosened, and the concrete object can be finally divided.

In the case where the name of the concrete object or its description is given in a language of two or more languages, there is an effect that a language of two or more languages can be learned at a time. For example, in the case of ginseng, "carrot" and "carrot" are described together with "carrot" and "carrot". In this way, the names of Japanese and English can be stored in association with the concrete object of ginseng.

In the case where the name of the concrete object or its description is displayed together with the picture of the cross section of the concrete object, it is possible to learn what the shape of the actual cross section of the concrete object is. The name or its description may be printed on the picture of the cross section of the concrete object, or when there are a plurality of divided faces, the picture and the name or description may be printed on separate divided faces.

In the case where the name of the concrete body or its description is provided separately and the separate attaching / detaching mechanism is provided on the divided surface, two or more different expressions are prepared, and the attaching / detaching mechanism is provided. Can be used to exchange them. For example, "carrot" and "carrot"
Becomes interchangeable.

Further, in the case where a flat lens is provided on the name of the concrete object or the description thereof, and the name of the concrete object or the description thereof is stereoscopically viewed or the contents differ depending on the viewing angle, It is possible to show things that are three-dimensionally expressed rather than simply on a plane, or that two or more different expressions are superimposed so that they can be seen one by one according to the viewing angle. I can do it.

The bonding means has a male / female type, and different types of bonding means are mixedly provided on one divided surface. The other bonding means is aligned with these bonding means. In the case where the dividing means is provided with an adhesive means, when the divided parts are integrated to restore the shape,
Unless they are integrated in the right direction, they cannot be bonded. That is, when a misalignment has occurred, it is possible to understand the fact that it cannot be adhered.

[0020]

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS Some embodiments of the present invention will be described below with reference to the drawings, but the present invention is not limited to these embodiments.

(First Embodiment) In this embodiment, a concrete body is a melon 1 and a toy knife is inserted into the dividing groove 12 shown in FIG. It can be divided equally into two parts of 10, 10. The split body 10 is formed by blow molding of a synthetic resin material, and the male surface fastener 2 is attached to the center of one of the split faces 11 of the split bodies 10 and 10, and the other split face 11 is formed. A female fastener 20 is attached to the center. In addition, printed characters 13 of “Meron” and “Melon” are attached to each divided surface 11 by printing.

When the divided bodies 10 and 10 are brought together at the divided surface 11, they are bonded with the surface fasteners 2 and 20 to be integrated. Then, the appearance becomes a spherical melon 1 as shown in FIG. 2, and the printed characters 13 of “Meron” and “Melon”
Is hidden and invisible. Therefore, by looking at this shape, it is possible to give a quiz as to what this is. After answering, insert a toy knife into the slot 12
As if the real melon were cut, the dividing grooves 12 were cut into the left and right divided bodies 10, 10 as if they were cut. As shown in FIG.
3 as seen.

According to this embodiment, not only can a child be taught to cut fruit, but also the name of the fruit can be memorized with a quiz-like element. You can also memorize the letters of the name. By making the dividing groove 12 narrow, it is possible to produce resistance when a knife is inserted into the dividing groove 12. And up to the hook-and-loop fasteners 2, 20, the knife can cut through without any obstacles. Thereafter, when cutting the hook-and-loop fasteners 2 and 20, it is possible to obtain the feeling of actually cutting fruits.

(Second Embodiment) In this embodiment, a concrete body is a watermelon 3, and a groove 31 is provided at the center of one of the divided surfaces of the divided bodies 30, 30. The magnet 4 with the N-pole facing outward is attached inside, and the groove 31 at the center of the other divided surface has S
A pole-oriented magnet 40 is mounted. The magnets 4, 40 slightly protrude from the dividing surface, so that when the magnets 4, 40 are bonded, the dividing groove 32 appears.

Although not shown, print characters "watermelon" and "watermelon" are attached to the divided surfaces. Further, in order to reduce the resistance when the knife cut into the dividing groove 32 first comes into contact with the bonded portion of the magnets 4, 40, a taper is formed in this portion of the magnets 4, 40. This allows the knife to smoothly cut between the magnets 4,40.

When a knife is inserted into the dividing groove 32,
The knife enters between the magnets 4, 40, which weakens the attraction between the magnets 4, 40 and eventually separates them. As a result, a division surface (not shown) appears, and the printed characters “watermelon” and “watermelon” provided here become visible. Therefore, before cutting the watermelon 3 with a knife, the name of the concrete object is applied.

(Third Embodiment) In this embodiment, the concrete body is a mandarin orange 5, and a projection 51 is formed at the center of one of the divided surfaces of the divided bodies 50, 50, and the other is formed. A concave portion 53 that fits with the convex portion 51 is formed at a central portion of the divided surface of. Although not shown, print characters of "Mikan" and "Mikan" are attached to the divided surfaces. The divided bodies 50, 50 can be integrated such that the convex portion 51 is fitted into the concave portion 53.

In order to reduce the resistance when the knife cut into the dividing groove 54 first comes into contact with the bonded portion of the magnets 4 and 40, a taper is formed at the base of the convex portion 51.
As a result, the knife can smoothly separate the convex portion 51 and the concave portion 53.

Before cutting the concrete object of this embodiment with a toy knife, a question is asked to an infant. Or let the young children learn to ask themselves.
When the answer is obtained, a knife is inserted into the dividing groove 54. When divided into two divided bodies 50, 50, a dividing plane (not shown) appears, and the printed characters of "Mikan" and "Mikan" serve as answers to the previous question.

(Fourth Embodiment) In this embodiment, a concrete body is a melon 1 and a male side surface is provided at the center of one of the left and right divided bodies 10, 10 shown in FIG. A fastener 2 is attached, and a female-side surface fastener 20 is attached to the center of the other divided surface.

Here, this embodiment is different from the above-described first embodiment in that the sticker 6 having the diameter of the divided surface and having a hole for passing the surface fastener in the center is formed by the sticker 6 of each divided body 10, 10. In that it is affixed to the split surface,
The point is that characters are displayed on the sticker 6.
Here, the sticker 6 is provided with beautiful printed characters 60 of “Meron” and “Melon”.

The usage of this embodiment is similar to that of the first embodiment, but the character display seen when the melon 1 is cut in this way is made clearer and more beautiful by using the sticker 6. I can do it.

(Fifth Embodiment) In this embodiment, the concrete body is a carrot 7, and the one shown in FIGS. 6 and 7 is one of the two divided bodies 70 and the center of the divided surface 71. A groove 72 for inserting the card 8 into the portion and claws 73 provided on both sides of the edge of the groove 72 for stopping the inserted card 8 are provided. The card 8 is provided with printed characters 80 such as "Carrot" in katakana and "Carrot" in alphabet. The hook-and-loop fastener 2 is attached to both sides of the groove 72 of the dividing surface 71.
A female fastener is attached to one of the divided bodies 70 (not shown). The other divided body employs the same configuration around the groove 72 as described above.

When the divided bodies 70, 70 are joined at the divided surface 71, they are bonded with the surface fasteners 2, 20 to be integrated. In this case, "Carrot" and "Carro
The printed character 80 of "t" is hidden and invisible. Therefore, before cutting the carrot 7 with a knife, look at the shape and give a quiz on what it is, and after answering, cut it. Then, as if cutting a real carrot 7, it can be divided into left and right divided bodies 70, 70.
You can see cards 8 labeled "Carrot" and "Carrot". This is the answer to the quiz issued before cutting.

The greatest feature of this embodiment is that the card 8 is removable. At present, a card 8 marked "Carrot" and "Carrot" is inserted, but this is replaced with another description such as "can be taken with a hatake. I can do it. Since the card 8 can be used both on the front and the back, more detailed contents may be written on the back, or a further question may be put on the front with the answer on the back. Note that the carrot 7 may be divided in the direction in which the carrot 7 is sliced, or may be divided into three or more.

(Sixth Embodiment) In this embodiment, the concrete body is a carrot 7 ', and the one shown in FIG.
It is shown in a state where two divided bodies are opened. The card 8 is fixed to one of the divided surfaces 71, and the card 81 is fixed to the other divided surface 71 by the claws described in the fifth embodiment. The card 8 has printed characters such as "Carrot" in katakana and "Carrot" in alphabet. The card 81 has printed characters such as “carrot” in katakana and “carrot” in kanji.

This embodiment differs from the above-described fifth embodiment in that the hook-and-loop fasteners 2, 20 are attached to both sides of the two divided bodies in a mixed state. At this time, the hook-and-loop fastener 20 of the other split surface is positioned with respect to the hook-and-loop fastener 20 of the other split surface, and the hook-and-loop fastener 20 of the other split surface is positioned with respect to the hook-and-loop fastener 20 of the other split surface. Fitted and installed.

Accordingly, the two divided bodies are divided into the divided surfaces 71, 71.
When trying to restore the original shape of the carrot 7 'to the original shape, the hook-and-loop fasteners 2 and 2 do not adhere to each other and the hook-and-loop fasteners 20 and 20 do not adhere to each other. In such a case, the fact that it cannot be adhered makes it possible to understand that, and it is possible to make re-fitting on the spot. As a result, 20 is adhered to the surface fastener 2 and 2 is adhered to the surface fastener 20, and the original shape is restored. The feature of the fifth embodiment bears in that the card 8 is removable and can be replaced, so that it can be replaced with another description. In the sixth embodiment, each of the two divided bodies is provided. Clarifies that this attachment and detachment can be exchanged.
Here, kanji notation was introduced to increase the learning level.

(Seventh Embodiment) In the above-described sixth embodiment, the two hook-and-loop fasteners 2 and 20 are inserted into the card 8 or 81.
In the seventh embodiment, on the other hand, the hook-and-loop fastener 2 and the hook-and-loop fastener 20 are provided close to one place.

That is, the half of the circular surface fastener is formed by the surface fastener 2 and the other half is formed by the surface fastener 20.
It consists of. In such a case, in order to bond two circular hook-and-loop fasteners, the directions must be matched. Therefore, it is necessary to pay attention to the direction when integrating the divided bodies. However, if the direction is wrong, the bonding cannot be performed, so that the understanding of the correct integration can be naturally increased.

In the above description, the male and female hook-and-loop fasteners have been described. Similarly, this structure can be applied to a hook having a male / female difference and a magnet having a N / S pole difference. I can do it.

(Eighth Embodiment) In this embodiment, a concrete body is a watermelon 3, and one of the two divided bodies 30 is shown in FIG. This feature is that a picture of a cut of a watermelon is drawn, and a sticker 61 on which characters “watermelon” and “watermelon” are described is affixed to the divided surface.

In the bonding means, a groove is formed at the center of the divided body 30, as indicated by a circular broken line in FIG. 8, and a magnet 4 is inserted into the groove.
This magnet 4 is hidden by a sticker 61 stuck thereon, so that it is not visible from the outside.

The basic usage of this embodiment is similar to that of the other embodiments. By using the sticker 61, the picture and the character display of the cut of the watermelon, which can be seen when the watermelon 3 is cut, can be made more beautiful and clear, and the cross section of the watermelon can be changed. Has an educational effect that teaches you

(Ninth Embodiment) In this embodiment, a watermelon 3 is used as a concrete body in the same manner as described above, and one of the two divided bodies 30 is shown in FIG. 9 and FIG. FIGS. 9 and 10 show different figures such as the odd picture 9 and the odd picture 9 ', which are the same but have different appearances. The change pictures 9, 9 'are arranged on the back of a thin synthetic resin lens plate in which lenses with a cross section are arranged on the back of the lens so as to match the shape of the lens.
It consists of two pictures cut into strips and alternately arranged, and pasted together. By changing the viewing angle, one of the two pictures can be seen. is there. This was affixed to the split surface of watermelon 3. In addition, a hole for passing the hook-and-loop fastener 2 is formed in the center of each of the alternate pictures 9 and 9 ', and the hook-and-loop fastener 2 is attached to a divided surface of this portion. Needless to say, the other surface fastener 20 is attached to the other divided body 30.

One of the two pictures of the odd picture 9, 9 '
A picture of a cut of a watermelon and character displays of “watermelon” and “watermelon” are printed. On the other side, there is no picture of a cut of a watermelon, and "watermelon" in kanji and "Watermelon" in English are printed.

Although not shown, if the divided bodies 30, 30 are aligned at the divided plane, they are joined by the hook-and-loop fastener 2,
Adhesion is made at 20 to be integrated. In this case, change picture 9,
The display portion 9 'is hidden and invisible. Therefore, when a knife is inserted into a not-shown dividing groove to cut the left and right divided bodies 30 and 30 from the dividing groove as if a real watermelon was cut, a change picture 9 as shown in FIG. Or an alternate picture 9 'as shown in FIG. Which of the odd pictures 9, 9 'is visible depends on the viewing angle at that time. Therefore, in addition to the effects inherent in the present invention, more information can be incorporated in the change pictures 9 and 9 ', and the display can be changed depending on the viewing angle, so that the display can be more interesting. Note that it is also possible to use a three-dimensional photograph (3D photograph) instead of a strange picture. Some stereoscopic photographs use holograms instead of using the lens plate as described above.
These can be used as appropriate.

The present invention is not limited to the above-described embodiment. For example, the object can be an animal or a tree (log) cut with a saw. For animals, for example, for beef cattle, it may be possible to divide the meat by shoulder and thigh, and for logs, it may be possible to divide it into rings so that annual rings can be shown, or to divide it into bark and core trees It is possible. The bonding means is also optional,
Adhesives that can be re-peeled, brushes facing each other, etc. can be arbitrarily adopted. Further, for example, it is also possible to divide the bonding means on the divided surface and display the characters such as names by arranging the divided means. Specifically, small magnets are arranged to form characters. In this case, the characters are displayed upside down on the opposing split plane, which is also interesting. In addition, the character order such as the name may be displayed together with the character display such as the name. Any material such as synthetic resin, metal, wood, and pottery can be used as the material of the concrete body. The choice of the manufacturing method and the like is arbitrary. That is, the present invention is not limited to the above-described blow molding of the synthetic resin material.

[0049]

As described above, according to the present invention, a concrete body is formed by dividing it into two or more parts, an adhesive means is provided on the divided surface so as to be integrated on the divided surface, and a toy knife or the like is inserted into the divided surface. The toy for dividing a body is an intellectual training toy characterized in that the name of the concrete body or its description is provided on the dividing surface.

As a result, not only can the child be taught to cut the concrete object, but also the name of the concrete object can be memorized with quiz elements, and the character notation can be taught. In some cases, explanations of concrete objects can be given, and the intended purpose has been successfully achieved.

[Brief description of the drawings]

FIG. 1 shows a state in which a melon 1 according to a first embodiment is divided into two parts.

FIG. 2 shows a state in which the embodiment is integrated with hook-and-loop fasteners 2 and 20;

FIG. 3 shows a state in which the watermelon 3 of the second embodiment is integrated with magnets 4 and 40;

FIG. 4 shows a state in which the orange 5 of the third embodiment is divided into two parts.

FIG. 5 shows a two-piece melon 1 using a sticker 6 of a fourth embodiment.

FIG. 6 shows a side view of a divided body 70 of a carrot 7 according to a fifth embodiment.

FIG. 7 shows a state of the embodiment in plan view.

FIG. 8 shows a plan view of two divided bodies of a carrot 7 ′ of the sixth embodiment.

FIG. 9 is a schematic diagram of a seventh embodiment.

FIG. 10 shows a plan view of a divided body 30 using the sticker 61 of the eighth embodiment.

FIG. 11 is a diagram illustrating a divided body 3 using a transition picture 9 according to the ninth embodiment.
0 represents a plan view.

FIG. 12 shows a state of an alternate picture 9 ′ when the embodiment is viewed at an angle.

[Explanation of symbols]

 DESCRIPTION OF SYMBOLS 1 Melon 10 division body 11 division surface 12 division groove 13 printing character 2 surface fastener 20 surface fastener 3 watermelon 30 division body 31 groove part 32 division groove 4 magnet 40 magnet 41 taper 5 orange 50 division body 51 convex part 52 taper 53 concave part 54 division Groove 6 Sticker 60 Printed character 61 Sticker 7 Carrot 7 'Carrot 70 Split body 71 Dividing surface 72 Groove 73 Claw 8 Card 80 Printed character 81 Card 9 Change picture 9' Change picture

Claims (11)

[Claims] 1. A toy for dividing a concrete body by forming a concrete body into two or more parts, providing an adhesive means on the divided surface so as to be integrated on the divided surface, and inserting a toy knife or the like into the divided surface. 3. The educational toy according to claim 1, wherein a name of the concrete object or a description thereof is provided on the divided surface. 2. The educational toy according to claim 1, wherein the bonding means is a magnet. 3. The educational toy according to claim 1, wherein the bonding means is a hook-and-loop fastener. 4. The educational toy according to claim 1, wherein the bonding means comprises a combination of a concave portion provided on one of the divided surfaces and a convex portion provided on the other divided surface to be fitted into the concave portion. 5. The educational toy according to claim 1, wherein the name of the concrete object or its description is printed on the divided surface. 6. The educational toy according to claim 1, wherein a sticker indicating the name of the concrete object or its description is attached to the divided surface. 7. The educational toy according to claim 1, wherein the name of the concrete object or its description is given in two or more languages. 8. The educational toy according to claim 1, wherein the name or description of the concrete object is displayed together with a picture of a cross section of the concrete object. 9. The educational toy according to claim 1, wherein the name of the concrete body or its description is provided separately, and said separate attaching / detaching mechanism is provided on said divided surface. 10. A flat lens is provided on the name of the concrete body or its description so that the name of the concrete body or its description can be viewed in a stereoscopic manner or different contents depending on the viewing angle. The educational toy according to claim 1. 11. The bonding means has a male / female type,
2. A bonding means of a different type is provided on one of the divided surfaces in a mixed manner, and the bonding means is provided on the other divided surface so as to align with these bonding means.
Educational toys.