Hand-eye coordination training tool for mental disorder children

Abstract

The utility model relates to the technical field of rehabilitation training equipment, and discloses a hand-eye coordination training tool for children with mental disorder, which comprises four training containers, a plurality of training chopsticks and a storage mechanism, the four training containers and the plurality of training chopsticks are all positioned in the storage mechanism, a plurality of training balls are arranged in two of the training containers, and the training chopsticks are positioned in the storage mechanism. The tops of the four training containers are all connected with container covers, the thicknesses of the training chopsticks are gradually reduced layer by layer, and the training chopsticks are arranged in two same groups. According to the hand-eye coordination training tool for the children with the mental disorder, training containers, training chopsticks and training balls required by training games can be stored through the storage mechanism, the training containers, the training chopsticks and the training balls can be conveniently carried to a training place to train the children with the mental disorder, and meanwhile the four training containers and the two sets of identical training chopsticks are convenient to carry. Through the technical scheme, teaching personnel and trained children can conveniently carry out game training at the same time, interaction with the trained children is generated, the interestingness of the training process is improved, the exercise enthusiasm of the trained children is improved, and the training effect is improved.

Description

Technical Field

[0001] The utility model relates to the technical field of rehabilitation training equipment, in particular to a hand-eye coordination training tool for children with mental disorders. Background Technique

[0002] The hand-eye coordination training for children with mental disorders (including intellectual disabilities) is crucial for their daily function and skill development; for children with poor hand-eye coordination, it will not only affect their practical ability and self-care ability, but also lay many difficulties for their future study and life; during hand-eye coordination training, under the monitoring of the eyes, through the movements of the hands, children can perceive the spatial characteristics of objects such as up and down, left and right, front and back, etc., and truly and effectively promote the all-round development of children's various abilities. Therefore, the development of hand-eye coordination ability plays a very important role in promoting motor ability, intelligence and behavior, and has important significance for the all-round development of children.

[0003] There are many ways of hand-eye coordination training. Among them, the practice of picking up beans with chopsticks is an effective children's education game, aiming to exercise children's hand strength, hand-eye coordination ability, concentration and self-care ability, and has a significant effect on the self-care ability training of children with mental disorders. During the game training, prepare a pair of chopsticks, several kinds of beans (such as soybeans, mung beans, red beans, etc.) and two containers for loading beans, and teach children to use chopsticks to pick up the beans in one container and put them into another empty container. The main purpose of this exercise is to exercise children's hand strength and hand-eye coordination ability through the action of picking up beans. At the same time, by using chopsticks to pick up beans, it can arouse children's interest in using chopsticks, thereby improving children's self-care ability.

[0004] However, when training with chopsticks to pick up beans, the containers (bowls) for holding beans, chopsticks and beans all need to be prepared in advance, and none of them can be missing. When teaching and training children at home, in a special training classroom or outdoors, the containers (bowls), chopsticks and beans required for the game are inconvenient to carry and use, and the training has great limitations. Content of the Utility Model

[0005] Aiming at the deficiencies of the prior art, the utility model provides a hand-eye coordination training tool for children with mental disorders. For example, it can store game utensils and take them out at any time when needed to conduct hand-eye coordination training for children with mental disorders, improving the applicability of the hand-eye coordination training tool.

[0006] To achieve the above object, the present utility model provides the following technical solutions: A hand-eye coordination training tool for children with mental disabilities, comprising four training containers, a number of training chopsticks, and a storage mechanism. The four training containers and the number of training chopsticks are all located inside the storage mechanism. A number of training beads are contained in two of the training containers. The tops of the four training containers are all connected with container lids. The thicknesses of the number of training chopsticks decrease layer by layer, and there are two identical groups of the number of training chopsticks.

[0007] Further, the container lid is threadedly connected to the training container.

[0008] Further, the storage mechanism includes a bottom box and a top box. The bottoms of the four training containers are all fixedly connected to the inner wall of the bottom of the bottom box. The number of training chopsticks are all connected to the inner wall of the top box. One side outer wall of the bottom box is hinged to the top box through a hinge. At the middle positions of the sides of the bottom box and the top box away from the hinge, lifting rings are fixedly connected respectively. The two lifting rings are abutted against each other. Locking members are provided at both ends of the lifting rings. The two locking members are used to lock and fix the bottom box and the top box.

[0009] Further, the four training containers are evenly distributed in the bottom box.

[0010] Further, two rows of a number of symmetrically arranged chopstick rings are fixedly connected to the inner wall of the top box. The two ends of the number of training chopsticks are respectively located in the number of chopstick rings and are abutted against the inner wall of the top box.

[0011] Further, the chopstick ring has a certain elastic contraction force.

[0012] Further, the locking member includes a lock piece, a rotating rod, and two symmetrically arranged fixing blocks. The two fixing blocks are both fixedly connected to the outer wall of the end of the bottom box close to the top box. Both sides of one end of the lock piece are respectively rotatably connected to the two fixing blocks through rotating shafts. A rotating hole and two symmetrically arranged locking holes are penetrated and opened on the outer wall of the end of the lock piece away from the two fixing blocks. The two locking holes are respectively located on both sides of the rotating hole. A T-shaped hole is opened on the side of the top box close to the lock piece. A T-shaped block is rotatably connected in the T-shaped hole. The thinner end of the T-shaped block penetrates through the T-shaped hole and is fixedly connected to the rotating rod. The other end of the rotating rod penetrates through the rotating hole and is fixedly connected to two symmetrically arranged locking rods. The sizes of the two locking rods are slightly smaller than the sizes of the two locking holes.

[0013] Compared with the prior art, the present utility model has the following beneficial effects:

[0014] This hand-eye coordination training tool for children with mental disorders can store the training containers, training chopsticks, and training beads required for training games through a storage mechanism, making it convenient to carry to the training venue for training children with mental disorders. At the same time, four training containers and two sets of the same training chopsticks can facilitate the teaching staff and the children being trained to play training games simultaneously, interact with the children being trained, increase the fun of the training process, improve the enthusiasm of the children being trained to practice, and improve the training effect. BRIEF DESCRIPTION OF THE DRAWINGS

[0015] Figure 1 Schematic diagram of the overall connection structure of the present utility model;

[0016] Figure 2 Schematic diagram of the connection structure of the present utility model from another angle;

[0017] Figure 3 Exploded schematic diagram of the connection structure between the lock piece and the bottom box of the present utility model;

[0018] Figure 4 Exploded schematic diagram of the connection structure between the rotating rod and the top box of the present utility model;

[0019] Figure 5 Schematic diagram of the overall appearance connection structure of another form of the present utility model;

[0020] Figure 6 Exploded schematic diagram of the connection structure between the training container and the container cover of the present utility model.

[0021] In the figure: 1, training container; 2, training chopsticks; 3, training beads; 4, container cover; 5, bottom box; 6, top box; 7, carrying ring; 8, chopstick-binding ring; 9, lock piece; 10, rotating rod; 11, fixing block; 12, T-shaped block; 13, lock rod; 601, T-shaped hole; 901, rotating hole; 902, lock hole. DETAILED DESCRIPTION OF THE EMBODIMENTS

[0022] Next, the technical solutions in the embodiments of the present utility model will be clearly and completely described in conjunction with the accompanying drawings in the embodiments of the present utility model. Obviously, the described embodiments are only a part of the embodiments of the present utility model, rather than all the embodiments.

[0023] Please refer to Figure 1 - Figure 6 , a hand-eye coordination training tool for children with mental disorders, including four training containers 1, several training chopsticks 2, and a storage mechanism. The four training containers 1 and several training chopsticks 2 are both located inside the storage mechanism. Among them, two of the training containers 1 are filled with several training beads 3. The tops of the four training containers 1 are all connected with container covers 4. The thicknesses of the several training chopsticks 2 gradually decrease layer by layer, and there are two identical sets of the several training chopsticks 2.

[0024] As Figure 1 - Figure 6 shown, a hand-eye coordination training tool for children with mental disabilities in the present utility model is similar in structure to the existing hand-eye coordination training tools for children with mental disabilities. The main improvement point of the present utility model lies in improving the interest of training games, enhancing the training enthusiasm of the children to be trained, and improving the training effect. As Figures 1 to 6 shown, when the hand-eye coordination training tool for children with mental disabilities in the present utility model is in use, the instructor can play the game of picking up training beads with the children to be trained at the same time. By using training chopsticks 2 of the same specification, the training beads 3 in the training container 1 are picked up in sequence and placed into another empty training container 1. By playing the game of picking up training beads with the children to be trained at the same time, not only can the instructor teach by personal example, enabling the children to be trained to understand the game process faster, but also through interaction, the training enthusiasm of the children to be trained can be enhanced, indirectly improving the training effect. Among them, the thickness of multiple pairs of training chopsticks 2 decreases layer by layer, which can facilitate the use of thicker training chopsticks 2 at the initial stage of training, making it easier for the children to be trained to master the usage of the training chopsticks 2. When they can pick up the training beads 3, gradually replace them with thinner training chopsticks 2 to increase the difficulty of picking up and improve the training effect of hand-eye coordination. After the training is completed, the training beads 3 are put into the training container 1, and the container cover 4 is covered to prevent the training beads 3 from scattering. Finally, the storage mechanism is used to store the training utensils for convenient use in the next training. It should be noted that the training chopsticks 2 can be made of anti-corrosive and wear-resistant materials for long-term training use.

[0025] As Figure 1 - Figure 6 shown, the container cover 4 is threadedly connected to the training container 1. The container cover 4 is threadedly installed on the training container 1 to improve the connection firmness and prevent the internal training beads 3 from falling.

[0026] As Figure 1 - Figure 4 shown, the storage mechanism includes a bottom box 5 and a top box 6. The bottoms of the four training containers 1 are fixedly connected to the inner wall of the bottom of the bottom box 5, and several training chopsticks 2 are connected to the inner wall of the top box 6. One side outer wall of the bottom box 5 is hinged to the top box 6 through a hinge. A handle ring 7 is fixedly connected to the middle position of the side of the bottom box 5 and the top box 6 away from the hinge. The two handle rings 7 are abutted against each other, and locking members are provided at both ends of the handle ring 7. The two locking members are used to lock and fix the bottom box 5 and the top box 6. Through the bottom box 5 and the top box 6, the training containers 1, the training chopsticks 2, etc. can be stored and protected inside. Thus, after use, they are stored inside the bottom box 5 and the top box 6, and through the two combined handle rings 7, it is convenient to carry the whole set of training utensils, improving the convenience of use. And the training containers 1 are fixed in the bottom box 5, which can prevent the training containers 1 from being overturned during training and avoid the internal training beads 3 from scattering, making the training use more stable.

[0027] As Figure 1 - Figure 2 shown, four training containers 1 are evenly distributed in the bottom box 5. The four training containers 1 are evenly distributed in the bottom box 5 so as to leave a space in the middle, which is convenient for picking up the training beads 3 when they fall into the bottom box 5 during training.

[0028] As Figure 1 - Figure 2 shown, two rows of symmetrically arranged bundles of chopstick rings 8 are fixedly connected to the inner wall of the top box 6. Both ends of several training chopsticks 2 are respectively located in several bundles of chopstick rings 8 and are in contact with the inner wall of the top box 6. Through the bundles of chopstick rings 8, it is convenient to insert and fix the training chopsticks 2 in the bundles of chopstick rings 8, and thus fix them in the top box 6, which is convenient for taking the required training chopsticks 2 at any time during training.

[0029] As Figure 1 - Figure 2 shown, the bundle of chopstick rings 8 has a certain elastic contraction force. The bundle of chopstick rings 8 is designed to have a certain elastic contraction force, which is convenient for inserting or placing the training chopsticks 2 without the bundle of chopstick rings 8 causing obstruction. Among them, the bundle of chopstick rings 8 can be made of materials such as belts and elastic bands.

[0030] As Figure 1 - Figure 6 shown, the locking member includes a lock piece 9, a rotating rod 10 and two symmetrically arranged fixing blocks 11. Both fixing blocks 11 are fixedly connected to the outer wall of one end of the bottom box 5 close to the top box 6. Both sides of one end of the lock piece 9 are respectively rotatably connected to the two fixing blocks 11 through rotating shafts. A rotating hole 901 and two symmetrically arranged lock holes 902 are formed through the outer wall of the end of the lock piece 9 away from the two fixing blocks 11. The two lock holes 902 are respectively located on both sides of the rotating hole 901. A T-shaped hole 601 is formed on one side of the top box 6 close to the lock piece 9. A T-shaped block 12 is rotatably connected in the T-shaped hole 601. The thinner end of the T-shaped block 12 penetrates through the T-shaped hole 601 and is fixedly connected to the rotating rod 10. The other end of the rotating rod 10 penetrates through the rotating hole 901 and is fixedly connected to two symmetrically arranged lock rods 13. The sizes of the two lock rods 13 are slightly smaller than the sizes of the two lock holes 902. When the top box 6 is flipped and covered on the bottom box 5 through a hinge, the two lock rods 13 are rotated to the horizontal position in advance through the rotating rod 10. Then the top box 6 is covered on the bottom box 5. After that, the lock piece 9 is flipped upward between the two fixing blocks 11, and the rotating hole 901 and the two lock holes 902 are sleeved on the rotating rod 10 and the corresponding two lock rods 13, and then flipped inward so that the two lock rods 13 extend out of the lock holes 902. Then the exposed lock rods 13 are rotated again through the rotating rod 10 so that the positions of the lock rods 13 and the lock holes 902 are misaligned, thereby locking the top box 6 and the bottom box 5 together, which is convenient for carrying and moving the training utensils.

[0031] Although embodiments of the present utility model have been shown and described, it will be understood by those of ordinary skill in the art that various changes, modifications, substitutions, and variations can be made to these embodiments without departing from the principles and spirit of the present utility model.

Claims

1. A hand-eye coordination training tool for mentally handicapped children, comprising four training containers (1), a plurality of training chopsticks (2) and a storage mechanism, characterized in that: The four training containers (1) and the plurality of training chopsticks (2) are all located inside the storage mechanism, wherein two of the training containers (1) contain a plurality of training balls (3), the tops of the four training containers (1) are all connected with container covers (4), the thickness of the plurality of training chopsticks (2) decreases layer by layer, and the plurality of training chopsticks (2) are each provided with two identical groups.

2. A hand-eye coordination training tool for mentally handicapped children according to claim 1, characterized in that: The container cover (4) is threadably connected to the training container (1).

3. A hand-eye coordination training tool for mentally handicapped children according to claim 1 or 2, characterized in that: The storage mechanism comprises a bottom box (5) and a top box (6); the bottoms of the four training containers (1) are fixedly connected to the bottom inner wall of the bottom box (5); a plurality of training chopsticks (2) are connected to the inner wall of the top box (6); one side outer wall of the bottom box (5) is hinged to the top box (6) through a hinge; a carrying ring (7) is fixedly connected to the middle position of the bottom box (5) and the top box (6) away from the hinge; the two carrying rings (7) are abutted against each other; locking pieces are provided at both ends of the carrying ring (7); the two locking pieces are used to lock and fix the bottom box (5) and the top box (6).

4. A hand-eye coordination training tool for mentally handicapped children according to claim 3, characterized in that: The four training containers (1) are evenly distributed in the bottom box (5).

5. A hand-eye coordination training tool for mentally handicapped children according to claim 3, characterized in that: The inner wall of the top box (6) is fixedly connected with two rows of symmetrically arranged chopstick binding rings (8), and the two ends of the training chopsticks (2) are respectively located in the chopstick binding rings (8) and abut against the inner wall of the top box (6).

6. A hand-eye coordination training tool for mentally handicapped children according to claim 5, characterized in that: The chopstick binding ring (8) has a certain elastic contraction force.

7. A hand-eye coordination training tool for mentally handicapped children according to claim 3, characterized in that: The locking member comprises a locking plate (9), a rotating rod (10) and two symmetrically arranged fixing blocks (11); the two fixing blocks (11) are fixedly connected to the outer wall of the bottom box (5) at one end close to the top box (6); both sides of one end of the locking plate (9) are rotatably connected to the two fixing blocks (11) via a rotating shaft; a rotating hole (901) and two symmetrically arranged locking holes (902) are penetrated through the outer wall of the end of the locking plate (9) away from the two fixing blocks (11); the two locking holes (902) are respectively located On both sides of the rotating hole (901), a T-shaped hole (601) is opened on one side of the top box (6) close to the locking plate (9), and a T-shaped block (12) is rotatably connected in the T-shaped hole (601). The thinner end of the T-shaped block (12) passes through the T-shaped hole (601) and is fixedly connected to the rotating rod (10). The other end of the rotating rod (10) passes through the rotating hole (901) and is fixedly connected to two symmetrically arranged locking rods (13). The size of the two locking rods (13) is slightly smaller than the size of the two locking holes (902).

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