CN114026625A

CN114026625A - Toy complying with Mongolian shuttle education method and safety requirements

Info

Publication number: CN114026625A
Application number: CN202080046029.7A
Authority: CN
Inventors: Z·卡桑; Y·卡维
Original assignee: Monti Children Co ltd
Current assignee: Monti Children Co ltd
Priority date: 2019-05-22
Filing date: 2020-05-22
Publication date: 2022-02-08
Also published as: WO2020237224A1; EP3973524A1; US20220184488A1

Abstract

Toys are provided that comply with at least the American society for materials and testing's education and safety standards. Examples include grasping toys, barbell toys, rolling drum toys, form fitting toys, and hexagons with balls.

Description

Toy complying with Mongolian shuttle education method and safety requirements

Technical Field

Embodiments of the present invention relate generally to toys, and more particularly, to interactive educational toys for children that comply with the Mongolian Cley method and various safety test requirements provided by various agencies, such as the United states Consumer product safety Commission ("CPSC"), the American society for testing and materials ("ASTM"), and the like.

Background

The Monte Clilli education method was developed by Maria, Monte Clilli Bo, and is a child-centered education method based on scientific observations of children from birth to adulthood. The educational approach of Mongolian Clillips requires freedom of movement in a "ready environment," which refers to an educational environment that is tailored to basic human characteristics, to specific characteristics of children of different ages, and to the individual personality of each child. The function of the environment is to assist and allow the child to develop independence in all areas according to his or her internal psychological instructions. For this reason, the platform thrill education method focuses on self-directed activities, in-person learning, and cooperative games. In addition to providing a route of use for Mongolian spindle material that is appropriate for the age of the child, the environment typically exhibits the following characteristics: 1) arrangements to facilitate movement and activity; 2) the appearance is beautiful and harmonious, and the environment is clean; 3) a configuration proportional to the child and his/her needs; 4) the limitation of materials such that only materials that support child development are included; and 5) sequence.

Toys determine to a large extent the world around them for children aged 0-3 years, and are a powerful means of development, culture and education. One of the major challenges with toys in general is to maintain a child's interest in playing with the toy over a short period of time. The Mongolian Clillips school toy is designed to help children develop a set of toys that respect others and the environment, self-respect and confidence, self-discipline, coordination, independence, social skills, emotional growth, and cognitive readiness. To this end, the platform shuttle toy is designed to be interactive, educational, and to conform to the features listed above. The platform barrack toy is designed in a manner that allows children to actively take advantage of their imagination and learning while playing the toy.

For children aged 0-3 years, the toy needs not only to meet the above characteristics, but also to be safe for use by children. However, currently available Mongolian Clillips cannot do so because they do not meet CPSC or ASTM safety requirements. The fact that children aged 0-3 years may be seriously injured by unsafe toys is readily apparent. For example, if toys are made using unsafe materials, they may break when a child plays with them, or a child may bite into the toy and ingest unsafe materials, and so forth. Not only do such unsafe toys affect the physical health of children, but because toys are an integral part of the lives of these children, especially in the Mongolian Clillips school environment, unsafe toys can also violate the children's trust in themselves and in their world; confidence in their emerging capabilities; gross motor coordination, fine motor skills, and language skills; and independence of daily tasks.

Accordingly, it would be advantageous to have a toy that provides an interactive educational environment and that also meets the platform shuttle method and safety requirements provided by various institutions.

Disclosure of Invention

Embodiments of interactive educational toys that conform to the platform shuttle method and the safety requirements provided by various institutions such as CPSC, ASTM, and the like are provided herein. These toys may be referred to herein as platform shuttles.

In some embodiments, the present disclosure may include a grip toy that complies with at least the american society for testing and materials education and safety standards, the grip toy comprising: a ring-shaped wooden body having an interior opening with a wood grain extending along a length of the body; the body has a rounded edge; and wherein the width and length of the grasping toy are each sized larger than the opening of the bell detection fixture such that the grasping toy does not pass through the opening of the bell detection fixture.

In some embodiments, the present disclosure may include a ring toy conforming to at least american society for testing and materials education and safety standards, comprising: an elongated cylindrical wooden dowel; a sphere-shaped wooden bead having a first through opening sized to receive the elongated cylindrical dowel; a ring-shaped wooden body having an interior opening, wherein a first side of the body includes a second through opening, a second side of the body opposite the first side, the second side including a recess; and wherein in an assembled state, the elongated cylindrical dowel passes through the second through opening, the first through opening and rests in the recess and leaves the wooden bead free to move, and wherein a width of a barbell toy is sized larger than an opening of a barbell detection fixture such that the barbell toy does not pass through the opening of the barbell detection fixture.

In some embodiments, the present disclosure may include a grip toy that complies with at least the american society for testing and materials education and safety standards, the grip toy comprising: two end barrels, each end barrel having an end cap; one or more intermediate barrels positioned between the two end barrels, wherein the two end barrels and the one or more intermediate barrels are connected using a cord; and wherein the end cap has a diameter larger than an opening of a bell detection fixture such that the grasping toy does not pass through the opening of the bell detection fixture.

In some embodiments, the present disclosure may include another ringing toy meeting at least the american society for testing and materials education and safety standards, comprising: a cube-shaped wooden body having an interior space, wherein the body is made of a single piece of solid wood and includes a cover attached to the body using one or more pins that are inserted into corresponding openings on the cover and the body; and a ball sized to be securely positioned in the interior space and free to move in the interior space.

In some embodiments, the present disclosure may include another ringing toy meeting at least the american society for testing and materials education and safety standards, comprising: two end caps, wherein each end cap includes a plurality of slots on an inner surface of the end cap and the plurality of slots are sized to receive a plurality of planar walls; a plurality of pins sized to fit into a plurality of openings on an edge of each end cap to secure the plurality of planar walls; and a bell which is located in an inner space formed by the plurality of flat walls and freely moves in the inner space.

In some embodiments, the present disclosure may include a rolling drum toy that complies with at least american society for testing and materials education and safety standards, including: two end caps, wherein each end cap includes a plurality of slots sized to receive a plurality of dowels; a plurality of pins sized to fit into a plurality of openings on an edge of each end cap to secure the plurality of dowels; and a plurality of balls located within an interior space formed by the plurality of dowels and free to move within the interior space.

In some embodiments, the present disclosure may include another rolling drum toy that complies with at least the american society for testing and materials education and safety standards, comprising: two end caps, wherein each end cap comprises three discs, wherein a first disc and a second disc each comprise a plurality of slots sized to receive a plurality of dowels, wherein an end of each dowel is flush with an outer surface of the second disc, and wherein each dowel comprises at least one notch that fits over at least one of the first disc and the second disc; a third disc is attached to the outer surface of the second disc; a plurality of balls located within an interior space formed by the plurality of dowels and free to move within the interior space.

In some embodiments, the present disclosure may include a form-fitting toy conforming to at least the american society for testing and materials education and safety standards, comprising: a kit and a basket sized to removably fit into the kit; and wherein the kit of parts comprises a base and a body.

In some embodiments, the present disclosure may include a hexapod with a ball that meets at least the american society for testing and materials education and safety standards, comprising: a body having one or more protrusions and a first central opening; dowels; a cover having a second central opening and a base having a third opening, wherein the second central opening and the third central opening are sized to matingly receive the dowel; and wherein the dowel is axially movable within the first center and the body is rotatable about the dowel.

This summary and the following detailed description are exemplary, illustrative, and explanatory only and are not intended to be limiting, but are provided to provide further explanation of the present invention as claimed. Additional features and advantages of the invention will be set forth in the description which follows, and in part will be obvious from the description, or may be learned by practice of the invention. The objectives and other advantages of the invention will be realized and attained by the structure particularly pointed out in the written description and claims thereof as well as the appended drawings.

Drawings

The invention may be better understood by reference to the following drawings. The components in the drawings are not necessarily to scale. Emphasis instead being placed upon illustrating the principles of the disclosure. In the drawings, like reference numerals designate corresponding parts throughout the different views.

FIG. 1A illustrates a perspective view of a level 1 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 1B illustrates a top view of a level 1 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 1C illustrates a side view of a level 1 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 1D shows an old design of a level 1 Mongolian Clozoo toy.

FIG. 1E illustrates a perspective view of a level 1 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 2A illustrates a perspective view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 2B illustrates a top view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 2C illustrates a front view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 2D illustrates a top view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 3A illustrates a perspective view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 3B illustrates a side view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 3C illustrates a side view of components of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 3D illustrates an end view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

Figure 3E shows the old design of a level 2 platform shuttle toy.

FIG. 3F illustrates a perspective view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 4A illustrates a perspective view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 4B illustrates an exploded view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 4C illustrates a top view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 4D illustrates a side view of various components of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 4E illustrates a side view of components of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 5A illustrates a perspective view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 5B illustrates an exploded view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 5C illustrates an exploded view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 5D illustrates a side view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

Figures 5E and 5F illustrate end views of a level 2 Mongolian barrack toy according to some embodiments of the present invention.

FIG. 6A illustrates a perspective view of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 6B illustrates an exploded view of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 6C illustrates a side view of components of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 6D illustrates a top view of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 6E illustrates a side view of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 6F illustrates an exploded view of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

6G-6J illustrate perspective views of a level 3 Mongolian Cludy toy being assembled, according to some embodiments of the present invention.

FIG. 6K illustrates an end view of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 6L illustrates a side view of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 6M illustrates a side view of components of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 7A illustrates a perspective view of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 7B illustrates an exploded view of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

Figures 7C and 7F illustrate side views of components of a level 3 platform shuttle toy according to some embodiments of the present invention.

7D, 7E, and 7G illustrate side views of a level 3 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 8A illustrates a perspective view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

Figures 8B-8D illustrate exploded views of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 8E illustrates a top view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 8F illustrates a side view of components of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

FIG. 8G illustrates a side view of a level 2 Mongolian shuttle toy according to some embodiments of the present invention.

Detailed Description

The following disclosure describes various embodiments of the invention and methods for use in at least one of its preferred best mode embodiments, which are defined in further detail in the following description. Those of ordinary skill in the art will be able to make changes and modifications to what is described herein without departing from its spirit and scope. While this invention is susceptible of embodiment in different forms, there is shown in the drawings and will herein be described in detail preferred embodiments of the invention with the understanding that the present disclosure is to be considered as an exemplification of the principles of the invention and is not intended to limit the broad aspect of the invention to the embodiments illustrated. Unless otherwise specified, all features, elements, components, functions, and steps described with respect to any embodiment provided herein are intended to be freely combined with and substituted for those from any other embodiment. Accordingly, it is to be understood that the illustrations are set forth merely for purposes of example, and are not intended as a limitation on the scope of the invention.

In the following description and drawings, like elements are referred to by like reference numerals. The use of "for example," "etc," "or" is meant to be a non-exclusive alternative and not a limitation unless otherwise stated. The use of "including" or "comprising" means "including but not limited to" or "including but not limited to" unless otherwise specified.

As used herein, the term "and/or" located between a first entity and a second entity refers to one of the following: (1) a first entity, (2) a second entity, and (3) the first entity and the second entity. Multiple entities listed with "and/or" should be interpreted in the same way, i.e., "one or more" of the entities so combined. In addition to the entities specifically defined by the "and/or" phrases, other entities, whether related or unrelated to those specifically defined, may optionally be present. Thus, as a non-limiting example, when used in conjunction with open language such as "including," references to "a and/or B" may refer in one embodiment to a only (optionally including entities other than B); in another embodiment, only B (optionally including entities other than a); in yet another embodiment, refers to both a and B (optionally including other entities). These entities may refer to elements, acts, structures, steps, operations, values, etc.

Currently, the Mongolian Clilli toys are manufactured by companies such as the Mongolian Clillik, Kid Advance corporation, Mongolian Clilli Outlet, Juliana group, MVita, Leader Joy, and Alison. The platform shuttle toys provided by these companies have a tiny fine print on the back of the toy packaging with a label warning stating phrases such as "unsafe for children under 3 years" and "suitable for 3 years +". This is disconcerting because these label markings are written on the packaging of toys that are listed on their website in the infant/toddler (meaning children aged 0-3 years) section and based on recommendations from the Mongolian shuttle International Association ("AMI") 0-3 teacher training Manual. Currently, no or only a few safety-compliant Mongolian Clillips toys in the 0-3 years of age passed the safety tests of traditional wooden materials. None of the companies have a complete safe Mongolian shuttle toy class between 0 and 3 years of age. In fact, only 4% of the toys in the united states pass safety tests for children between the ages of 0-3, and most of these toys are plastic and plush. Most toys do not meet safety requirements, mostly not due to their chemical structure, but because they do not pass physical and/or mechanical tests.

The present invention was developed after several months of work and experiments on toys of various shapes and sizes. For example, as described in detail below, ringing (rates) is particularly difficult to develop. Few on the market develop a bell that is suitable and small enough for the hands of children aged 0-3. The ring bells recommended in the AMI teacher's training manual fail the safety test. Therefore, a completely new rattle meeting the highest safety and educational value standards was designed. The design of the present invention is then submitted to the contract manufacturer. The manufacturer's work product is then subjected to informal physical and/or mechanical safety tests, such as drop tests, compression tests, tensile tests, widget tests, ring tone tests, and/or fixturing tests, in the inventor's laboratory. Most of the test products still failed because they were still largely constructed similar to the toys made by the Mongolian Clilli toy suppliers listed above. Subsequently, all toys of the present disclosure are again completely redesigned until they pass the safety test.

After long and arduous experimentation and redesign procedures, montie children corporation (Monti kids reached the best toy testing safety laboratory in China): headquarters was established at Bureau Veritas, Fisher toy, Inc. (Fisher Price), Conn. The fee snow toy company first started as a wooden toy company and eventually turned to plastic due to physical and/or mechanical safety testing challenges. After visiting the buitz international inspection group with all samples of the toy, the buitz international inspection group suggested the inventors to manufacture the toy with plastic. However, the inventors determined that toys were made from wood according to the Mongolian shuttle education standards while complying with the safety requirements provided by various institutions such as CPSC, ASTM, and the like. After a laborious redesign process, the inventors became experts in safety standards, in fact remembering all relevant regulations. The inventors then established their own physical and/or mechanical safety test sites. The inventors will design a toy, model it with cardboard, then build it with wood, and then perform physical and/or mechanical safety tests. This process is repeated multiple times for each toy and the results are recorded, such as what size and weight pose the greatest risk in each design, which type of wood will work best, which direction the wood grain must flow, and which unique internal configuration will work best for each design. The inventors subsequently discovered two new contract manufacturers who had more experience in building security toys and submitted their new designs to the new contract manufacturers. Although informed by others to conduct the test in china to reduce the cost of the test, the inventors tested their toys in the compulsory international inspection group office of buffalo so that the inventors could closely follow the process, discuss any defects or problems associated with the compulsory international inspection group, and continue to learn with them in the process. Some toys passed the safety test, and for toys that failed the safety test, the inventors continued the redesign process until the best iteration of the toy was achieved. This lengthy and arduous experimentation and redesign process has led the inventor's company to be the only company that carries the full range of Mongolian Clilli toys that are safe for children aged 0-3 years. Safety tests indicate that the safety tests that a toy must pass vary from toy to toy. The two most difficult safety tests to pass are 16CFR 1500 and ASTM F963-11. Particularly because, when items break, they often violate the small part requirements of 16CFR 1501. Finally, however, the inventors sought to design a toy that passed the relevant safety tests described by various agencies such as CPSC, ASTM (F963-11 and other relevant test standards) and the like after multiple experiments as described below. In addition, the inventors have developed a new and useful method of sorting various toys, as described below.

Furthermore, even after the toy is designed based on the above-described tests, some additional modifications are required to conform the toy to the safety tests in europe (EN 71) and other countries. Accordingly, the toy described in the PCT/US18/18544 application, which is hereby incorporated by reference in its entirety, along with the documents to which it claims priority, is modified.

The toy and disclosure of the present invention will now be described in detail.

Fig. 1A-1E show a level 1 Mongolian shuttle toy 100, which may be referred to as a grip toy. Gripping toy 100 is based on the need for a child to grip different sizes, shapes, and textures with one or both hands. In some embodiments, the weight of the gripping toy 100 may be 0.58oz (ounces), with an error correction of 0.15 oz. More or less weight is possible.

In some embodiments, the gripping toy 100 may have a generally oval annular body 101 and an interior opening 102. In some embodiments, the gripping toy 100 may have different shapes. In some embodiments, as shown in fig. 1A and 1B, the wood grain direction may extend along the length of the gripping toy 100. In some embodiments, the interior 120 of the body 101 of the gripping toy 100 may be sanded smooth. In some embodiments, the exterior 130 of the body 101 of the gripping toy 100 may be sanded smooth, and the edges 110 may be rounded. In some embodiments, the gripping toy 100 may be made from a single solid piece of hardwood. In some embodiments, the grip toy 100 may be made from solid beech hardwood. In some embodiments, the gripping toy 100 may be made of any other material that is amenable to safety testing.

In some embodiments, the dimensions of the gripping toy 100 are as specified in the exemplary illustrations in fig. 1B and 1C. Fig. 1B shows an exemplary top view and fig. 1C shows an exemplary side view of the gripping toy 100. For example, the gripping toy 100 may have a body width of 11mm, a total outer length of 68mm, a total outer width of 52mm, an inner length of 46mm, an inner width of 30mm, and a thickness of 16 mm. In other embodiments, the size and weight of the gripping toy 100 may be different than that described in fig. 1B and 1C.

In some embodiments, a food-safe finish may be applied to the grip toy 100. As shown in FIG. 1D, the previous design 180 of the grip toy passed U.S. standards, but did not pass European, Australian, New Zealand and Canadian safety standards. In particular, the previous design 180 of the gripping toy passes through the bell test fixture 190, i.e., through the opening 192. In other words, toys that pass through the bell test fixture are not safe according to certain european (and/or other national) safety standards. As shown in fig. 1E, in some embodiments, the grip toy 100 does not pass through the bell test fixture 190, i.e., does not pass through the opening 192, thus meeting european, australian, new zealand, and canadian safety standards. The dimensions of the rattle test fixture may be determined according to the safety requirements of various countries. The grip toy 100 was successfully tested in DIN EN 71-1&2, AS/NZS8124-1&2, SOR/2011-17, and the like.

Fig. 2A-2D show various views of a level 2 platform shuttle toy 200, referred to as a square bell, according to an exemplary embodiment of the present disclosure. Older designs do not have a dual safety system, i.e. if the attachment mechanism, such as glue, holding the components together fails, the beads will come loose, which is a problem as it may have a risk of clogging. In some embodiments, square shaped rattle 200 may have a housing 210 and at least one elongated cylindrical dowel 220 and at least one bead 230. The housing 210 may be made of one piece of solid wood. In some embodiments, square bell 200 may have a substantially square annular housing 210 and an interior opening 212. In some embodiments, square shaped rattle 200 may have different shapes. In some embodiments, the bead 230 may have a spherical shape. In some embodiments, the beads 230 may have different shapes.

The housing 210 may include a through opening (or hole) 222 on one side thereof and sized to receive the dowel 220. The housing 210 may include recessed openings (or non-through holes) 224 on opposite sides and sized to receive the dowels 220. The bead 230 may include a through opening 232 sized to receive the dowel 220. The opening 232 may pass through the center of the bead 230. When assembled, dowel 220 passes through

openings

222 and 232 and is located in recess 224. The diameter of the opening 232 and dowel 220 may be sized so that the bead 230 may move freely when assembled. The openings 222 and corresponding recesses 224 may be located anywhere on the housing 210. However, it is preferred that the openings 222 and corresponding notches 224 are positioned such that when assembled, the beads 230 do not contact any of the inner walls of the housing 210. The dowels 220 may be attached to the housing using any attachment mechanism (e.g., glue, snaps, etc.). In some embodiments, there may be no attachment mechanism, and it may be based solely on the mating of the dowel 220 and the housing 210. In some embodiments, the attachment mechanism may depend on various component fits and glues.

In some embodiments, the housing may have rounded edges. All parts of square bell 200 may be sanded smooth. In some embodiments, the beads 230 may be red. In some embodiments, the red color may be pantone color card # 38C-2035C. In some embodiments, the beads 230 may have different colors or combinations of colors.

In some embodiments, square shaped rattle 200 may be sized as described in the exemplary embodiment shown in FIGS. 2C-2D. For example, square bell 200 may have an equal overall outer width of 65mm, an inner width of 45mm, a housing width of 10mm, and a thickness of 15 mm. In other embodiments, the dimensions may be different.

Square bell 200 may be light, have beads 230 that move freely within square bell 200, may have a thin housing 210 and/or dowel 210 that facilitates gripping, and/or may be aesthetically pleasing. In some embodiments, square bell 200 may not have any small component fixtures, may not pass bell test fixtures, and/or may be durable to pass various safety (such as no risk of blockage) and educational requirements.

In some embodiments, the bead 230 may have a dual safety system that prevents it from loosening easily. An attachment mechanism such as glue and housing 210 act as a dual security system. Square bell 200 was successfully tested in DIN EN 71-1&2, AS/NZS8124-1&2, SOR/2011-17, etc.

Fig. 3A-3F show various views of a level 2 platform barricade toy 300, referred to as a grip barrel, according to an exemplary embodiment of the present disclosure. The AMI teacher training manual for children between 0-3 years of age has a toy called a grasping bead. However, grasping the beads failed the safety test, especially because the string was prone to break, exposing the unsecured beads to children 0-3 years of age. However, even after strengthening the cord and ensuring it remains intact, children aged 0-3 may swallow a bead of cord and suffocate. The primary purpose of the gripping bead is to provide a gripping challenge for the child, as the child must hold the gripping bead while the cord is moved in the hand. In some embodiments, the grasping cartridges 300 may meet the objectives of increasing the grasping motor skills and increasing their grasping power of children by using

barrel bodies

310 and 320 instead of beads that do not violate "pill" safety rules that substantially prevent the use of small-sized balls that children 0-3 years old may swallow.

In some embodiments, the grasping barrel 300 may include two end barrels 320 and one or more barrels 310 located between the two end barrels 320. A cord 330 may be used to connect

barrels

310 and 320. Each barrel may include a central opening (bore) 322 (see fig. 3D) sized to receive the cord 330.

In some embodiments, each

barrel

310 and 320 may be large enough so that even if the cord 330 connecting them breaks, the

barrels

310 and 320, due to their size, do not pose a choking hazard, thereby avoiding violating "widget" and/or "pill" safety regulations. In some embodiments, the number of

barrels

310 and 320 may vary. In some embodiments, the end cylinder 320 may have a cap 325, which may be any shape and size greater than the diameter of the

cylinders

310 and 320.

In some embodiments, the dimensions and sizes of the grasping barrel 300 and its components may be as described in fig. 3B-3D. For example, barrel 310 may have a length of 36mm and barrel 320 may have a length of 36mm including cap 325. In some embodiments, the cover 325 may have a width of 9 mm. In some embodiments,

barrels

310 and 320 may have a diameter of 25mm and cap 325 may have a diameter of 37 mm. In some embodiments, the dimensions may be different.

In some embodiments, the cord 330 may form a knot 334 between the barrels and at both ends. In some embodiments, the knot 334 may be glued to ensure that the

barrels

310 and 320 do not separate. For example, the knot 334 itself may be glued or contain glue, or a knot located at the end hole 336 may be glued to the end hole.

As shown in fig. 3E, the previous design 380 of the grip barrel passes through a bell test fixture 390, i.e., a through opening (hole) 392. As shown in fig. 3F, in some embodiments, grip cartridge 300 does not pass through bell test fixture 390, i.e., through opening (hole) 392. In these embodiments, the diameter of the cap 325 is greater than the diameter of the opening 392. The grip cartridge 300 was successfully tested in DIN EN 71-1&2, AS/NZS8124-1&2, SOR/2011-17, and the like.

Fig. 4A-4E show various views of a level 2 platform shuttle toy 400, referred to as a cubic bell, according to an exemplary embodiment of the present disclosure. The AMI teacher training manual for children between 0 and 3 years of age has a ringing toy. However, this toy has unsafe parts and bells. In some embodiments, cubic rattle 400 may advantageously have a wooden body 420 and a wooden ball 410 located in interior space 402. Interior space 402 and ball 410 are sized such that ball 410 is free to move within interior space 402. The cubic bell 400 may have a cover 440 that is advantageously secured to the body 420 by inserting pins 430 into corresponding openings (holes) 450 in the cover 440 and openings (holes) 452 in the body 420. In some embodiments, the pins 430 may be glued within the

openings

450 and 452. In some embodiments, the body 420 is made from a single piece of solid wood. In some embodiments, each side of the cap 440 and the body 420 may include an opening 460 that is smaller in size than the ball 410.

In some embodiments, the components of a cubic ringer (other than the ball) may all be a single piece. In some embodiments, ball 410 may be made of any other material that is compatible with safety testing.

In some embodiments, ball 410 may be replaced with a safety bell, such as the bell of bell 530 described in the barrel bell below.

In some embodiments, ball 410 may have dimensions as described in the exemplary embodiment shown in fig. 4C, for example, a diameter of 2 mm. In some embodiments, the dimensions of cubic ringer 400 may be as described in the exemplary embodiment shown in fig. 4D and 4E. For example, the body 420 may have 40mm of sides, the pin 430 may have a cylindrical shape with a diameter of 4mm and a length of 18.2mm, and the body 420 may have a thickness of 6 mm. In some embodiments, cubic rattle 400 and its components may vary in size.

The inner edge of cubic rattle 400 may be sanded. The outer edges of cubic ringer 400 may be rounded. The body 420 and all components may be smooth and free of debris. Cube rattle 400 was successfully tested in DIN EN 71-1&2, AS/NZS8124-1&2, SOR/2011-17, and the like.

Fig. 5A-5F illustrate various views of a level 2 platform shuttle toy 500, referred to as a barrel ringer, according to an exemplary embodiment of the present disclosure. A ringing toy is described for the AMI teacher training manual for children between 0-3 years of age. However, the old design does not have a double safety system, i.e. if the attachment mechanism, such as glue, holding the parts together fails, the bell will become loose, which is a problem as it may have a risk of jamming. Cartridge bell 500 may include an end cap or cap 540, a plurality of walls 510, and a corresponding number of slots 542 located on an inner surface of cap 540. Slot 542 is sized to receive wall 510. Barrel ringer 500 may also include a plurality of pins 520 and a corresponding number of openings (holes) 544 located on rim 546 of cover 540. The openings 544 are sized to receive the pins 520 such that the pins 520 may secure the wall 510 with the cover 540. In some embodiments, the wall 510 may include holes aligned with the openings 544 to receive the pins 520. In some embodiments, opening 554 and the hole in wall 510 may be formed (e.g., drilled) after wall 510 is assembled with cover 540. In some embodiments, the cover 540 can include an opening (aperture) 548.

Barrel chime 500 may also include at least one chime 530, each of which is sized larger than aperture 548. The rattle 530 may be manufactured separately to avoid any lead content. In some embodiments, the wall 510 may be colored in any color that meets the educational and/or safety testing requirements to provide a visual simulation for the child.

In some embodiments, barrel chime 500 may be sized as described in the exemplary embodiment shown in fig. 5D-5F. For example, the cap 540 may have a diameter of 68mm and a thickness of 12 mm. The wall 510 may have a width of 25.5mm, a length of 55mm, and a thickness of 6 mm. The slot 542 may have a depth of 9mm (to receive the wall 510). The pin 520 may have a diameter of 4 mm. The walls 510 may be positioned at a distance of 13.5mm from each other. In some embodiments, barrel chime 500 and its components may vary in size.

Barrel chime 500 may be light, with chime 530 being grasped for free movement within the space within wall 510. Barrel chime 500 may have a thin wall 510 and/or cover 540 that is convenient to grasp and/or aesthetically pleasing.

In some embodiments, cartridge ringer 500 may not have any small part fixtures, may not pass the ringer test fixtures, and/or may be durable to pass various safety, such as no risk of jamming and passing educational requirements.

The bell 530 may have a dual safety system that prevents it from being easily released. An attachment mechanism such as glue and pin 520 act as a dual security system. Barrel bell 500 may also pass various physical and mechanical tests. Cylinder bell 500 was successfully tested in DIN EN 71-1&2, AS/NZS8124-1&2, SOR/2011-17, ASTM F963-17, 16CFR 1500.44.

Fig. 6A-6M show various views of a 3-level platform shuttle toy 600, referred to as a rolling drum, according to an exemplary embodiment of the present invention. A more basic version is described in the AMI teacher training manual for children aged 0-3. In some embodiments, the rolling drum 600 differs from that described in the AMI teacher's training manual at least in that the rolling drum 600 is advantageously made of wood or a different wood and contains more balls 640, which increases safety and educational value for children.

The rolling drum 600 shown in fig. 6A-6E may include two end caps (or discs) 610 on both ends, a plurality of dowels 630, and a corresponding number of slots 612 on the inner surface of the caps 610. Slot 612 is sized to receive a dowel. The rolling drum 600 may also include a number of pins 620 and a corresponding number of openings (holes) 614 on the rim 616 of the cover 610. The opening 614 is sized to receive the pin 620 such that the pin 620 can secure the dowel 630 with the cover 610. The rolling drum 600 may further include a plurality of balls 640 located in the inner space formed by the dowels 630 and the cover 610.

In some embodiments, the dimensions of the rolling drum 600 and its components may be as described in fig. 6C, 6D, and 6E. For example, the ball 640 may have a diameter of 32 mm. The cap 610 may have a diameter of 102mm and a thickness of 23 mm. Dowel 630 may have a diameter of 10 mm. There may be up to 7 dowels 630, such that the distance between the dowels is 25.3 mm. The slot 612 may have a depth of 15.5 mm. The pin 610 may have a diameter of 4 mm.

In some embodiments, the rolling drum 650 may be as described in fig. 6F-6N. The rolling drum 650 may advantageously have two joint systems that may lock/attach various components together. Any other attachment mechanism may also be used to lock/attach the various components together. The rolling drum 650 may have a plurality of dowels 660 attached to the cover 670. Dowel 660 may have a notch 680 that fits into cap 670 through slot 672. Dowel 660 may also be attached to cover 670 using any other attachment mechanism. The cover may be made of any material that meets the safety and educational requirements of various countries. In some embodiments, the cover may be made of plywood. The cover 670 may include multiple layers.

In some embodiments, there may be three layers (or disks) on each side. The dowel 660 may be capable of passing through the cap 670. Once at least one disc of the cover 670 may be passed through the dowel 660 via the slot 672, as shown in fig. 6G, it may be locked in place by pushing the cover 670 and/or dowel 660 in a direction 690 that facilitates placement of the disc in the recess 680, as shown in fig. 6H. The recess 680 can receive one or more discs of the cover 670. As shown in fig. 6I, a second disk may be attached, where the second disk passes through dowel 660 via slot 672. In some embodiments, the surface of the second disk may be flush with the end of dowel 660. As shown in fig. 6J, a third disk may be attached. The third disc may be attached to the second disc using glue or any other attachment mechanism. The various discs may also be attached to each other and/or the dowel using any of the attachment mechanisms described herein, such as glue.

The dimensions of the various components of the rolling drum 650 may be as described in fig. 6K-6M. For example, the first and second covers may have a thickness of 9mm, and the third cover may have a thickness of 5 mm. The dowel may have a length of 126mm, and each notch 680 may have a distance of 9mm from the end of the dowel and have a length of 9 mm. In some embodiments, the rolling drums 600 and/or 650 may not have any widget fixtures, may not pass the bell test fixtures, and/or may be durable to pass various safety (such as no suffocation hazard) and educational requirements. The balls may have a dual safety system that prevents them from easily loosening. An attachment mechanism such as glue and dowel 630 act as a dual security system. The rolling drums 600 and/or 650 also successfully passed various physical and mechanical tests, such AS DIN EN 71-1&2, AS/NZS8124-1&2, SOR/2011-17, ASTM F963-17, 16CFR 1500.44, and the like.

Fig. 7A-7F show various views of a 3-level platform barrack toy 700, referred to as a shape adapter, according to an exemplary embodiment of the present invention. The training manual for AMI teachers for children between 0-3 years of age describes a basic toy that fails safety tests and has other disadvantages. In some embodiments, the shape adapter 700 may be or have two cubical elements: basket 710 and kit (set piece) 720. The kit 710 may be one piece or may have a base 730 and a body 715 that may be glued together. The fitting set 720 may be removably fitted within the basket 710. The fitting 720 may include a bevel 722 for each edge of the fitting 720. In some embodiments, the shape adapter 700 may have the shape of a ball and cup or any other shape.

As shown in fig. 7G, in some embodiments, a cubic rattle 400 may also fit into basket 710.

In some embodiments, the shape adapter 700 may have dimensions as shown in fig. 7C-7G. For example, the fitting 720 may have an overall width of 53mm, while the bevel 722 has a width of 6 mm. The form-fitting may be made of a single piece of wood or multiple pieces of wood. The shape fitting 700 successfully passed various physical and mechanical tests, such AS DIN EN 71-1&2, AS/NZS8124-1&2, SOR/2011-17, ASTM F963-17, 16CFR 1500.44, and the like.

Fig. 8A-8G show various views of a level 2 Mongolian shuttlecock toy 800, referred to as a hexagonal with a ball, according to an exemplary embodiment of the present invention. The AMI teacher training manual for children between 0 and 3 years of age has a basic toy called a "ball with ball". However, similar toys are not feasible due to manufacturability and safety testing issues. A balled ball has a ball attached to it with a string. This is a safety issue because the knot may become untied, exposing the child to dangerous pellets. In some embodiments, the hex with ball 800 may have multiple components, such as dowel 820, cap 810, base 850, pin 840, and body 830. The body 830 may have a protrusion 870 that resembles any shape convenient for a person to grasp. In some embodiments, they look like balls. The dowel 820 may pass through the cover 810, the body 830, and the base 850. A pin 840 may be passed through the dowel 820, through the opening (hole) 822, to secure the base 850 to the dowel.

In some embodiments, one or more components may be capable of movement. For example, the dowel 820 can be moved in the direction shown in FIG. 8G, such as a distance of 6mm, and/or the body 830 can be rotated about the dowel 820.

In some embodiments, the size of the hex with ball 800 may be as described in the exemplary embodiment shown in fig. 8E-8G. For example, the dowel may have a length of 60.8 mm. The dowel may include a head 824 having a diameter greater than the diameter of the dowel 820. The body may include a central opening (bore) having a diameter greater than the diameter of the dowel 820. Both the cover 810 and the base 850 may include openings 852 sized to receive the dowels 820.

In some embodiments, the hex with ball 800 may not have any small part fixtures, may not pass the bell test fixture, and/or may be durable to pass various safety (such as no suffocation hazard) and educational requirements. It may also pass various physical and mechanical tests. In some embodiments, the hex 800 with the ball can be mass produced and/or easily assembled. The hex 800 with the ball successfully passed various physical and mechanical tests such AS DIN EN 71-1&2, AS/NZS8124-1&2, SOR/2011-17, ASTM F963-17, 16CFR 1500.44, etc. to ensure compliance with safety and educational standards.

As described above, various sizes have been specified in the exemplary embodiment. The present disclosure is not limited to such dimensions, and any dimensions that may still ensure compliance with educational and safety requirements as described herein may be used for the various components of the various toys described herein. Further, the various components are not limited to the shapes, sizes, colors, and/or materials as described herein. Any shape, size, color, and/or material that can still ensure compliance with educational and safety requirements, as described herein, may be used for the various components of the various toys described herein. The weight of the toy described herein may be based on the needs of the user while meeting the safety and educational testing requirements described herein. In addition, any attachment mechanism, such as glue, tight fits, zippers, buttons, snaps, nails, hooks, etc., may be used to secure the components of each toy together or with other toys. Finally, unless otherwise indicated, the various surface, side, and structural features of the various components of the toys described herein are in accordance with how those features are interpreted by those skilled in the art.

Claims

1. A grip toy that complies with at least american society for materials and testing education and safety standards, the grip toy comprising:

a ring-shaped wooden body having an interior opening with a wood grain extending along a length of the body;

the body has a rounded edge; and

wherein the grasping toy is sized to have a width and a length that are each larger than an opening of a bell detection fixture such that the grasping toy does not pass through the opening of the bell detection fixture.

2. The grip toy of claim 1, wherein the body is made of a single piece of solid wood.

3. A ringing toy which complies with at least the american society for testing and materials education and safety standards, comprising:

an elongated cylindrical wooden dowel;

a sphere-shaped wood bead having a first through opening sized to receive the elongated cylindrical wood dowel;

a ring-shaped wooden body having an interior opening, wherein a first side of the body includes a second through opening, a second side of the body opposite the first side, the second side including a recess; and

wherein in an assembled state, the elongated cylindrical wooden dowel passes through the second through opening, the first through opening, and rests in the recess and frees the wooden bead for movement, and wherein a width of the barbell toy is sized larger than an opening of a barbell detection fixture such that the barbell toy does not pass through the opening of the barbell detection fixture.

4. The barbell toy according to claim 3, wherein the body is made of a single piece of solid wood.

5. A grip toy that complies with at least american society for materials and testing education and safety standards, the grip toy comprising:

two end barrels, each end barrel having an end cap;

one or more intermediate barrels positioned between the two end barrels, wherein the two end barrels and the one or more intermediate barrels are connected using a cord; and

wherein the end cap has a diameter larger than an opening of a bell detection fixture such that the grasping toy does not pass through the opening of the bell detection fixture.

6. The grip toy of claim 5, wherein the cord forms a knot between the barrels.

7. A ringing toy which complies with at least the american society for testing and materials education and safety standards, comprising:

a cube-shaped wooden body having an interior space, wherein the body is made of a single piece of solid wood and includes a cover attached to the body using one or more pins that are inserted into corresponding openings on the cover and the body; and

a ball sized to be securely positioned in the interior space and free to move in the interior space.

8. The barbell toy of claim 7, wherein each side of the body and the cover include an opening sized smaller than the ball.

9. A ringing toy which complies with at least the american society for testing and materials education and safety standards, comprising:

two end caps, wherein each end cap includes a plurality of slots on an inner surface of the end cap and the plurality of slots are sized to receive a plurality of planar walls;

a plurality of pins sized to fit into a plurality of openings on an edge of each end cap to secure the plurality of planar walls; and

a bell positioned within an interior space formed by the plurality of planar walls and free to move within the interior space.

10. A rolling drum toy that complies with at least american society for testing and materials education and safety standards, the rolling drum toy comprising:

two end caps, wherein each end cap includes a plurality of slots sized to receive a plurality of dowels;

a plurality of pins sized to fit into a plurality of openings on an edge of each end cap to secure the plurality of dowels; and

a plurality of balls located within an interior space formed by the plurality of dowels and free to move within the interior space.

11. A rolling drum toy that complies with at least american society for testing and materials education and safety standards, comprising:

two end caps, wherein each end cap comprises three discs, wherein:

the first and second disks each include a plurality of slots sized to receive a plurality of dowels, wherein an end of each dowel is flush with an outer surface of the second disk, and wherein each dowel includes at least one notch that fits over at least one of the first and second disks;

a third disc is attached to the outer surface of the second disc; and

12. A form-fitting toy that complies with at least the american society for testing and materials education and safety standards, comprising:

a kit and a basket sized to removably fit into the kit; and

wherein, the kit includes base and main part.

13. A hexagonal toy with a ball that meets at least american society for materials and testing education and safety standards, comprising:

a body having one or more protrusions and a first central opening;

dowels;

a cover having a second central opening and a base having a third central opening, wherein the second and third central openings are sized to matingly receive the dowel; and

wherein the dowel is axially movable within the first central opening and the body is rotatable about the dowel.