TR2022018264U5 - BASIC DESIGN KIT USED FOR CHILDREN - Google Patents

Abstract

The invention is a basic design for children, consisting of a design frame (1) and design pieces (2), which are 2-dimensional and contain design rules, are suitable for all ages, contain text and visuals, are intended to have fun, raise awareness and play, and have a practical use. It's about the kit.

Description

DESCRIPTION BASIC DESIGN KIT USED FOR CHILDREN Technical Field Used for invention, education and training purposes, designed for the user to do an activity according to the recipe on each page, appealing to everyone between the ages of 3-99, containing design rules and design framework, text and visuals. It is about the basic design kit. Infrastructure of Invention The general purpose of education is to help the young generation to grow up in line with their abilities. Since humans are sociocultural beings, it is clear that the individual must be helped in educating him/her in biological, psychological, social and cultural aspects. Education is not only the job of educational theories; it becomes important to enlighten people about their education in every field. Apart from these aids, psychological training, group studies and activities are needed when necessary. Learning environments and methods outside of formal education are frequently studied and gain importance. The best way to learn is not to memorize; is to reason quickly and logically. Just like educational games, intelligence games are not based on memorization. Currently, there are intelligence games for learning education. These games are entertaining and educational for children. Currently, there are products that do not include a 2D design kit, are more like Lego, do not contain 3D or design rules, and focus only on assembly/carrying capacity. There are various activity books for children that are used in the known state of the technique, but no book content has been prepared using 28 Gestalt psychology design principles. 3D games like Lego do not contain design rules; It only considers the assembly/carrying capacity. Existing activity books are also more for game purposes and aim to pass the time and raise awareness rather than learning. In this context, there is no kit that allows 2D design. There are contents that are more like Lego and are 3D and do not contain any design rules, only considering the assembly/carrying capacity. None of these kits were prepared based on 2D Gestalt design principles. It is also obvious that existing structures such as Tangram, Geopenta-Katamino will lack the criteria of innovation and especially surpassing the known state of the technique. In games, it is essential to bring together units in a certain form, but the game content is not abstract in these. Especially in the Tangram game, it is concrete as it has content similar to real objects/living things. Additionally, games such as Tangram and Geopenta-Katamino have a single solution. Only when the parts come together in a certain way is the final desired form achieved. There must be more than one solution in the basic design for children. These solutions are found by trial and error method. The user can fix the parts by gluing them together during the solution. Before making it stable, various experiments can be made with the same units countless times and more than one correct solution can be found. Moreover, it differs from this type of games because the units in the invention are the simplest and most basic geometric forms. In the Tangram game, for example, the units are in geometric form but not the basic geometric form (square, triangle, circle). The spaces in the invention are different from others because they are designed. All units are not used completely adjacent to each other, as in the tangram and geopenta games. The invention appeals to everyone over the age of 3, and is designed for the user to do an activity according to the recipe (design rules) on each page, and is pre-cut, the dimensions of the units and the design frame are calculated according to certain criteria. A kit suitable for training was prepared by attaching design pieces with specific sizes and forms to the relevant page. It contains basic geometric forms. How the kit is used and how it can be assembled is shown at the beginning of the kit. Since the design can have more than one solution, sample solutions are given at the end of the booklet. However, these are not the only truth. It is possible to solve the design problem in different ways with the same parts. The invention is a design kit suitable for all ages with multiple solutions. Some sample solutions are shown at the end of the kit. The invention creates a challenge around the rule-based design philosophy by forcing users to comply with these rules. Thanks to the challenge, it brings creativity and awareness to the audience. Thanks to the pre-cut parts and determination of the design framework, the invention does not bother users with technical details and allows them to focus only on solving the design problem. In addition to explaining basic design principles, the invention increases intellectual knowledge thanks to its structure that helps users learn terminology. The structural and characteristic features and all the advantages of the invention will be more clearly understood thanks to the figures given below and the detailed explanation, and therefore the evaluation should be made by taking these figures and the detailed explanation into consideration. Figures Helping to Explain the Invention Figure 1: General view of the design framework and used units of the basic design kit used for children Figure 2: General view of the filled and empty areas created with EVA parts of the basic design kit used for children Figure 3: General view of the basic design kit used for children General view of its use and assembling the parts Figure 4: View of the rectangular form, which is one of the correct solution alternatives formed by combining the parts in the basic design kit used for children. Figure 5: View of the square form, which is one of the correct solution alternatives formed by the combination of the parts in the basic design kit used for children Figure 6: L-form view, which belongs to the wrong solution formed by combining the parts in the basic design kit used for children. Reference Numbers Helping to Explain the Invention 1. Design framework 2. Design parts Description of the Invention The invention is a design that appeals to everyone over the age of 3, allowing an activity to be done It contains text and images created by the user for educational purposes on the rules and design framework (1). The design frame (1), which is an empty frame with certain dimensions and showing the design border, and the design pieces (2) placed inside are pasted only within this frame. The design framework (1) specifies the boundaries of the application area. The design pieces (2), cut in basic geometric forms, are prepared from self-adhesive EVA material. The design parts (2) can also be made with different materials. The dimensions of the design parts (2) of different sizes are predetermined according to the design framework (1) and design rules. The pieces cut according to these design rules are attached to the page to be used in an envelope. Design rules are stated as another rule on each page. Accordingly, the design is completed by bringing together the design pieces (2) according to the rules on page 0. The invention includes design framework (1), design parts (2), and design rules. There are other design rules on each page of the invention, and the design is made accordingly. There are geometric forms in the invention. These; They are square, triangular and circle design pieces (2). These three forms are used to create other geometric shapes. This design kit considers the design framework (1) as a whole and aims to design by creating filled and empty spaces with parts. It contains information on how to use the invention and how to combine it. During use, design pieces (2) with pre-cut basic geometric forms are brought together on the design frame (1) by considering the solid-empty relationship, without the need for scissors or glue. Thanks to the invention, both the occupied and empty parts on the design frame (1) must be designed in a balanced manner, considering them together. The remaining spaces on the design frame (1), which is filled with parts, are defined as empty. Different correct solutions can be created with different numbers of parts, without using all the parts. Different designs are obtained without resembling the design of known and used objects. Rule-based design is performed with this kit. Designs according to different rules are given in the kit. These design rules are determined as orthogonal (right angles), and diagonal (cross angles); There are three different designs under Orthogonal (Right angles) design rules. Pure White: These are white adhesive design pieces (2) inside the envelope, placed in the white design frame (1). (4 squares of 5 cm, 1 square of 10 cm and 4 squares of 2.5 cm). It is made with black self-adhesive design pieces (2) inside the envelope, placed on a monochrome, white design frame (1). (4 squares of 5 cm, 1 cm and 4 squares of 2.5 cm.) It is made with colorful self-adhesive design pieces (2) inside the envelope, placed on a colorful, white design frame (1). (4 squares of 5 cm (Red and Black), 1 square of 10 cm (Blue) and 4 squares of 2.5 cm (Red, black and blue). Glitter is made with colorful and glittery, self-adhesive design pieces (2) inside the envelope, placed on the white design frame (1). 4 pieces of 5 cm (Red and Black), 1 piece of 10 cm (Blue) and 4 pieces of 2.5 cm (Red, black and blue) Diagonal (Cross), Pure White, placed on a white design frame (1), placed in the envelope. The area is made with white, self-adhesive design pieces (2). (5 5 cm isosceles right triangles, 1 10 cm right angled isosceles triangle and 2 2.5 cm right angled isosceles triangles, 2 2.5 cm squares and 2 5 cm squares). It is made with black, self-adhesive design pieces (2) inside the envelope, placed on a monochrome, white design frame (1). (5 5 cm isosceles right triangles, 1 10 cm right angled isosceles triangle and 2 2.5 cm right angled isosceles triangles, 2 2.5 cm squares and 2 5 cm squares). It is made with colorful, self-adhesive design pieces (2) inside the envelope, placed on a colorful, white design frame (1). (5 5 cm isosceles right triangles, 1 10 cm right angled isosceles triangle and 2 2.5 cm right angled isosceles triangles, 2 2.5 cm squares and 2 5 cm squares). Glitter is made with colorful and glittery self-adhesive design pieces (2) inside the envelope, placed on the white design frame (1). (5 5 cm isosceles right triangles, 1 10 cm right angled isosceles triangle and 2 2.5 cm right angled isosceles triangles, 2 2.5 cm squares and 2 5 cm squares). When the invention is used, the design parts (2) are placed on the design frame (1) from the edge, corner and overlapping. As seen in Figure 4, it consists of filled areas (the glued design parts (2) themselves) and empty areas (the forms formed on the ground remaining from the glued parts). The surroundings of these areas should be in the form of a completely closed geometric form. As in Figure 4, the design consists of triangles and rectangles. As seen in Figure 5, the square is placed diagonally from the corner, not from the edge, similar to the one below. In this way, two squares are formed. As seen in Figure 6, when a square is not used at the bottom, an L form is formed in the empty areas. For this reason, a correct solution will not be found. In each claim, technical and all other features are followed by a reference number, and these reference numbers are used only to facilitate understanding of the claims, therefore they should not be considered to limit the scope of any of the elements specified by these reference numbers for exemplary purposes. It is clear that a person skilled in the art can demonstrate the innovation set forth in the invention by using similar structures and/or apply this structure to other areas with similar purposes used in the relevant technique. Therefore, it is obvious that such structures will lack the criterion of transcending innovation. TR TR TR TR

Claims (1)

1.CLAIMS. It is about the basic design kit used for children in accordance with Claim 1, and its feature is; It contains a design frame (1) and design parts (2). . It is about the basic design kit used for children in accordance with claim 1, and its feature is; It contains a design framework (1) that has design rules, has certain dimensions, creates boundaries of the application area with text and visuals, and integrates the empty parts into a whole. . It is about the basic design kit used for children in accordance with claim 1, and its feature is; It contains a design frame (1) with dimensions and pre-determined design pieces (2), which can consist of self-adhesive EVA materials cut in geometric forms according to the design rules, in different sizes, attached to the page to be used in an envelope, with design rules and allowing the design to be completed accordingly. . It is about the basic design kit used for children in accordance with Claim 1 or 3, and its feature is; It contains square and triangular design pieces (2), which are used as three forms forming geometric shapes and which allow creating different forms in the box and contain usage information, and can be used at the corner and by overlapping. . It is about the basic design kit used for children in accordance with Claim 1 or 2, and its feature is; It contains a design framework (1) with different design rules on each page. . It is about the basic design kit used for children in accordance with claims 1, 3 or 4, and its feature is; It contains rule-based orthogonal (right angles) and diagonal (cross-angled) design parts (2) placed in the design frame (1). . It is about the basic design kit used for children in accordance with claims 1,3,4 or 6, and its feature is; white (4 5 cm, 1 10 cm and 4 2.5 cm squares) and black (4 5 cm, 1 1OCm and 4 2 squares) in the envelope placed on the white design frame (1). .5 cm squares) and colored (4 5 cm (Red and Black), 1 10 cm (Blue) and 4 2.5 cm (Red, black and blue) squares) and 4 colored and glittery squares It contains 5 cm (Red and Black), 1 10 cm (Blue) and 4 2.5 cm (Red, black and blue) squares) orthogonal (right angles) design pieces (2). . It is about the basic design kit used for children in accordance with claims 1,3,4,6 or 7, and its feature is; placed on a white design frame (1) and in a white envelope (5 5 cm isosceles right triangles, 1 10 cm right angled isosceles triangle, and 2 2.5 cm right angled isosceles triangles, 2 2.5 cm square and 2 5 cm squares) and black (5 5 cm isosceles right triangles, 1 10 cm right angled isosceles triangle, and 2 2.5 cm right angled isosceles triangles, 2 2.5 cm squares and 2 5 cm square) and colored (5 5 cm isosceles right triangles, 1 10 cm right angled isosceles triangle, and 2 2.5 cm right angled isosceles triangles, 2 2.5 cm squares and 2 5 cm squares ) and colorful and glittery (5 5 cm isosceles right triangles, 1 10 cm right angled isosceles triangle, and 2 2.5 cm right angled isosceles triangles, 2 2.5 cm squares and 2 5 cm squares) diagonal (cross) design part (2). TR TR TR TR