A modular building STEM early education toy

Abstract

This application relates to the field of educational toys, and in particular to a modular STEM early learning toy, comprising building blocks and encapsulation units. The encapsulation unit includes a transparent shell with an opening and a cover. The assembled building blocks can be placed inside the transparent shell and encapsulated by the cover. Each building block includes a main block, connecting components, and balls. The main block includes a cubic frame and base plates that can be detachably installed on each face of the cubic frame. Each base plate has at least one type of connecting interface, including grooves, snap-fit ​​slots, and magnetic blocks. The connecting components include plug-in connectors, snap-fit ​​connectors, and magnetic connectors adapted to the connecting interfaces. Several connectors are installed on the base plates to form a closed maze passage through which the balls can pass, which can improve the fun of the building block toy and meet the needs of building complex mechanical structures.

Description

Technical Field

[0001] This application relates to the field of educational toys, and in particular to a modular construction STEM enlightenment toy. Background Technology

[0002] With societal development and increased emphasis on children's education, the children's toy market is constantly innovating and evolving. While traditional children's toys can satisfy children's entertainment needs to a certain extent, the shift in educational philosophies has led to greater attention being paid to the role of toys in children's cognitive and intellectual development. In recent years, in particular, the rise of STEM education, which emphasizes the integration of science, technology, engineering, and mathematics (STEM) disciplines, has brought greater attention to toys with educational value. Children's toys should not only be entertaining but also stimulate children's learning interest, cultivate their hands-on skills and innovative thinking, and lay a foundation for their future learning and development.

[0003] In existing technologies, there are several common modular toy connection methods to meet the building needs of children's toys. Interlocking blocks connect through the interlocking of protrusions and grooves; this method is relatively low-cost and simple to manufacture, and is commonly found in the market. Clip-on blocks, on the other hand, use elastic clips for fixing, offering relatively good stability and ensuring a relatively stable structure after assembly.

[0004] However, existing modular toys have significant shortcomings in practical applications. They are functionally limited, offer few ways to play, cannot meet the demands of building complex mechanical structures, fail to fully embody the core principles of STEM education, and thus restrict the realization of their educational value. Summary of the Invention

[0005] To enhance the fun of building block toys and meet the needs of building complex mechanical structures, this application provides a modular STEM education toy.

[0006] This application provides a modular STEM early childhood education toy, including building block units and a packaging unit. The packaging unit includes a transparent shell with an opening and a cover. The assembled building block unit can be placed inside the transparent shell and sealed by the cover. The building block unit includes a main block, connecting components, and a ball bearing. The main block includes a cubic frame and base plates that can be detachably installed on each face of the cubic frame. Each base plate is provided with at least one type of connecting interface, including grooves, snap-fit ​​slots, and magnetic blocks. The connecting components include plug-in connectors, snap-fit ​​connectors, and magnetic connectors adapted to the connecting interfaces. The plug-in connectors have a protruding structure, the snap-fit ​​connectors have an elastic snap-fit ​​structure, and the magnetic connectors have a weak magnetic adsorption structure. Several of the connectors are installed on the base plates to form a closed maze channel through which the ball bearing can pass.

[0007] By adopting the above technical solution, the building block unit consists of a main block, connecting components, and ball bearings. The main block includes a cubic frame and a detachable base plate. The base plate has different types of connecting interfaces, such as grooves, snap-fit ​​slots, and magnetic blocks, which are compatible with three types of connectors: plug-in, snap-fit, and magnetic. This diverse combination of connecting interfaces and connectors allows for multiple assembly methods for the building block unit. Users can choose different connectors and connecting interfaces according to their own creativity and ideas, and install them on the base plate to form closed maze channels. When the ball bearings are placed in this maze channel, they roll within the channel, allowing users to visually observe their movement trajectory and status, thereby stimulating their curiosity and desire to explore. In addition, placing the assembled building block unit in a transparent shell with an opening and sealing it with a lid protects the assembled structure of the building block unit from accidental damage during play. Furthermore, the transparent shell allows users to observe the rolling of the ball bearings in the maze channel from the outside, enhancing the toy's fun and visual appeal. Moreover, this toy allows users to fully utilize their imagination and creativity to assemble and build, which helps cultivate users' hands-on skills, spatial reasoning, and innovative thinking abilities. It perfectly embodies the concept of multidisciplinary integration in STEM education and meets the needs of children's toys in terms of cognition and intellectual development.

[0008] Preferably, the frame of the cube is provided with multiple detachable edge bandings, and the inner wall of the frame of the cube is provided with abutment grooves. The substrate is installed in the abutment grooves of the cube frame by sliding fit and is locked by the edge bandings.

[0009] By adopting the above technical solution, the cube frame has multiple detachable edge bands, and the inner wall of the frame has abutment grooves, allowing the substrate to be installed in the abutment grooves via a sliding fit. This sliding fit installation method facilitates the initial positioning and installation of the substrate. Subsequently, the edge bands are used to lock the installed substrate, and the detachable nature of the edge bands facilitates subsequent adjustment or replacement of the substrate. Because the edge bands effectively fix the substrate, the stability of the building block structure is ensured, thereby improving the structural stability of the entire modular STEM toy. It also facilitates the assembly and disassembly of the toy, which is beneficial for stimulating children's hands-on skills and innovative thinking.

[0010] Preferably, the number of sealing edges is three, each sealing edge is used to lock two adjacent substrates, and the three sealing edges are not connected to each other.

[0011] By adopting the above technical solution, the number of edge seals is set to three, and each edge seal is used to lock two adjacent substrates. This can reduce the number of edge seals used while ensuring effective locking of the substrates, thereby reducing costs. Moreover, the three edge seals are not connected to each other, avoiding the inconvenience and structural complexity that may result from connected edge seals. This makes the installation and disassembly of the substrates more flexible and convenient, and improves the assembly and maintenance efficiency of the entire modular STEM early childhood education toy.

[0012] Preferably, the connection interfaces on the same side of the substrate are of the same type.

[0013] By adopting the above technical solution, since the connection interfaces on the same side of the substrate are of the same type, when selecting connectors during the assembly process, it is only necessary to select the appropriate connector based on the same type of connection interface. There is no need to make complex judgments and combinations among multiple types of interfaces, which simplifies the assembly operation, reduces the difficulty of operation, and improves the efficiency of assembly, allowing users to complete the assembly of toys more conveniently.

[0014] Preferably, the connection interfaces on the same side of the substrate are of two different types.

[0015] By adopting the above technical solution, two different types of connection interfaces are set on the same surface of the substrate. These different types of connection interfaces have different connection characteristics. For example, the plug-in connection method with grooves and protrusions is low-cost and easy to manufacture; the snap-fit ​​connection method with snap-fit ​​grooves and elastic snaps has good stability; and the magnetic connection method with magnetic blocks and weak magnetic adsorption structures is easy to operate. Combining these two different types of connection interfaces on the same substrate surface can retain the advantages of different connection methods while avoiding the defects of a single connection method. For example, when one connection method performs poorly in certain situations, the other connection method can play a supplementary and reinforcing role, thereby making the connection between building blocks more flexible and stable, meeting different building needs, and increasing the playability and functionality of the toy. This better reflects the core ideas of STEM education and stimulates children's learning interest and innovative thinking.

[0016] Preferably, the connection interfaces on the same side of the substrate are of three different types.

[0017] By adopting the above technical solution, when three different types of connection interfaces—grooves, snap-fit ​​slots, and magnetic blocks—are set on the same surface of the substrate, the different characteristics of these interfaces allow for simple plug-in connections. Grooves provide a more stable connection, snap-fit ​​slots offer convenient magnetic attraction, and magnetic blocks enable easy connection. This allows for flexible selection of different connection methods when building blocks, meeting diverse building needs and enabling the construction of more diverse, complex, and stable structures. This fully leverages children's creativity and imagination, better embodies the core principles of STEM education, and enhances the educational value of toys.

[0018] Preferably, the edge banding is provided with an insert, and the cube frame is provided with a groove corresponding to the insert. The insert can be embedded into the groove to achieve a tight connection. The top of the protruding structure of the plug-in connector is provided with a guide slope, and the elastic snap-fit ​​structure of the snap-fit ​​connector is provided with a stress buffer chamber inside.

[0019] By adopting the above technical solutions, the edge sealing is equipped with inserts, and the cube frame is equipped with corresponding grooves. After the inserts are embedded in the grooves, the tight fit between the inserts and grooves can effectively prevent the edge sealing from loosening or falling off, thereby ensuring that the edge sealing is more firmly locked to the substrate, making the overall structure of the building block unit more stable. The top of the protruding structure of the plug-in connector is provided with a guide slope. During the plug-in operation, the guide slope can guide the protruding structure to be inserted into the corresponding connection interface more smoothly, reducing the plug-in difficulty and improving the assembly efficiency. The elastic snap-fit ​​structure of the snap-fit ​​connector has a stress buffer chamber inside. When snap-fit ​​connection is performed, the elastic snap-fit ​​will be subjected to a certain external force and deform. The stress buffer chamber can absorb and disperse these stresses, avoiding damage to the elastic snap-fit ​​due to stress concentration, and extending the service life of the snap-fit ​​connector.

[0020] Preferably, the main body block is an ABS plastic structure with a smooth, burr-free surface.

[0021] By adopting the above technical solution, the main body block is made of smooth, burr-free ABS plastic. Because ABS plastic itself has excellent moldability and processing properties, its surface is guaranteed to be smooth and burr-free during manufacturing. This smooth, burr-free characteristic prevents children from being scratched during play, improving the safety of the toy. At the same time, the smooth surface is easy to clean, maintaining the toy's hygiene and providing a healthier play environment for children.

[0022] Preferably, the elastic buckle of the snap-fit ​​connector is made of TPU material.

[0023] By adopting the above technical solution, TPU material has good elasticity and wear resistance. By setting the elastic buckle of the snap-on connector to a TPU material structure, the elastic buckle can maintain good elasticity during frequent snapping and disassembly, and is not easily deformed. At the same time, it can also resist a certain degree of wear, thereby ensuring that the snap-on connector can maintain stable connection performance after multiple uses, and improving the durability and service life of this modular STEM enlightenment toy.

[0024] Preferably, the weak magnetic adsorption structure of the magnetic connector is a neodymium iron boron magnet structure, and the surface of the weak magnetic adsorption structure of the magnetic connector is covered with a flexible protective layer.

[0025] By adopting the above technical solution, the weak magnetic adsorption structure of the magnetic connector is set as a neodymium iron boron magnet structure, which can provide reliable adsorption force for the magnetic connector, making the connection between the connectors more stable and ensuring the connection stability of the building block units. At the same time, a flexible protective layer is wrapped on the surface of the weak magnetic adsorption structure. The flexible protective layer can prevent the neodymium iron boron magnets from direct contact with the outside world, preventing damage to the magnets due to collisions, etc. It can also reduce scratches on other parts during connection and disassembly, extend the service life of the toy, and improve the tactile feel when using the toy, making the experience more comfortable.

[0026] In summary, this application includes at least one of the following beneficial technical effects: 1. The building block unit is equipped with connection interfaces including grooves, snap-fit ​​slots, and magnetic blocks, as well as matching plug-in connectors, snap-fit ​​connectors, and magnetic connectors. By combining these different types of connection methods and selecting different connectors to install on the base plate, a closed maze channel that allows the balls to pass through can be flexibly formed. This diverse combination method increases the functionality and playability of the toy, enabling the toy to meet the needs of building complex mechanical structures, thereby embodying the core ideas of STEM education. 2. Because it is designed with a transparent shell with an opening and a sealing cap, the assembled building block units can be placed inside the transparent shell and sealed with the cap, making it easy to store and display the toys. Attached Figure Description

[0027] Figure 1 This is an exploded view of a modular STEM early education toy, as described in Example 1. Figure 2 This is an exploded view of the main block of a modular STEM early education toy, as described in Example 1. Figure 3 yes Figure 2 A magnified view of point A; Figure 4 This is a schematic diagram of the connection components of a modular STEM early education toy according to Example 1.

[0028] Explanation of reference numerals in the attached drawings: 1. Building block; 2. Encapsulation unit; 11. Main block; 12. Connecting component; 13. Ball bearing; 111. Cube frame; 112. Base plate; 113. Edge sealing; 1111. Abutment groove; 1112. Insert groove; 1131. Insert block; 1121. Groove; 1122. Snap-on groove; 1123. Magnetic block; 121. Plug-in connector; 122. Snap-on connector; 123. Magnetic connector; 1211. Protruding structure; 1221. Elastic snap-on structure; 1231. Weak magnetic adsorption structure; 21. Transparent shell; 22. Cover; 211. Opening. Detailed Implementation

[0029] The following is in conjunction with the appendix Figures 1-4 This application will be described in further detail. Example

[0030] This application provides a modular construction STEM early education toy in Embodiment 1, referring to... Figure 1 and Figure 2 The assembly includes a building block unit 1 and a packaging unit 2. The packaging unit 2 includes a transparent shell 21 and a cover 22. The transparent shell 21 has an opening 211, and the cover 22 is used to seal the opening 211. The assembled building block unit 1 can be placed inside the transparent shell 21 of the packaging unit 2 and sealed by the cover 22. This can protect the structure built by the building block unit 1 and also display the building results, stimulating children's sense of accomplishment and creative enthusiasm.

[0031] Specifically, refer to Figure 3The building block unit 1 includes a main block 11, connecting components 12, and ball bearings 13. The main block 11 includes a cubic frame 111 and base plates 112 that can be detachably installed on each side of the cubic frame 111. The cubic frame 111 serves to support and fix the base plates 112. It can be made of high-strength plastic material, such as ABS plastic, which has a smooth, burr-free surface, is safe and non-toxic, and is suitable for children. The frame of the cubic frame 111 has multiple detachable edge seals 113, and the inner wall of the frame has abutment grooves 1111. The base plates 112 are installed in the abutment grooves 1111 of the cubic frame 111 by sliding fit and are locked by the edge seals 113. In this embodiment, there are three edge seals 113, each edge seal 113 is used to lock two adjacent base plates 112, and the three edge seals 113 are not connected to each other. Each edge band 113 has an insert 1131 at both ends, and the cube frame 111 has a corresponding groove 1112 for the insert 1131. The insert 1131 can be inserted into the groove 1112 to achieve a tight connection. This connection method ensures the stability of the connection and facilitates disassembly and assembly. For example, the edge band 113 can be made of plastic and manufactured by injection molding. The size and shape of the insert 1131 and the groove 1112 are adapted to each other to ensure a tight connection.

[0032] Reference Figure 2 The substrate 112 is provided with at least one type of connection interface. In this embodiment, all substrates 112 are of the same type. The connection interfaces on the same side of the substrate 112 are of the same type. There are a total of three types of connection interfaces: groove 1121, snap-fit ​​groove 1122, and magnetic block 1123.

[0033] Reference Figure 4There are three types of connecting components 12: plug-in connectors 121, snap-fit ​​connectors 122, and magnetic connectors 123. The plug-in connector 121 has a protruding structure 1211 with a guide slope at its top for easy insertion into the groove 1121. For example, the protruding structure 1211 can be cylindrical or square-shaped. The guide slope reduces resistance during insertion. The snap-fit ​​connector 122 has an elastic snap-fit ​​structure 1221 with a stress-buffered chamber inside. The elastic snap-fit ​​is made of TPU material, which has good elasticity and toughness, ensuring the connection strength and service life of the snap-fit. The stress-buffered chamber reduces the stress on the snap-fit ​​during disassembly and installation, extending its service life. The magnetic connector 123 is equipped with a weak magnetic adsorption structure 1231, which is a neodymium iron boron magnet structure covered with a flexible protective layer. The flexible protective layer can be made of silicone, which can prevent the magnet from scratching the child's hand and also increase the stability of the adsorption. Several connectors are selected and installed on the substrate 112 to form a closed maze channel through which the ball 13 can pass. The child can control the rolling of the ball 13 in the maze channel to exercise their observation and hand-eye coordination. Since the substrates 112 installed on the cube frame 111 in this embodiment are all substrates 112 with groove interfaces 1121, the connecting components 12 in this embodiment are also all plug-in connectors 121.

[0034] In this embodiment, the substrate 112 includes three types: one type has all interfaces of the same type, another type has two types of interfaces, and yet another type has three types of interfaces. For example, one type of substrate 112 has all magnetic block 1123 interfaces, another type of substrate 112 has a combination of snap-fit ​​groove 1122 and magnetic block 1123, and yet another type of substrate 112 has a combination of groove 1121, snap-fit ​​groove 1122 and magnetic block 1123. Correspondingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment.

[0035] The implementation principle of this embodiment is as follows: This modular STEM early childhood toy solves the problems of insufficient connection strength and high operational difficulty in existing technologies by combining multiple connection methods. The multiple connection interfaces and connectors increase the toy's versatility and functionality, meeting the needs of building complex mechanical structures and fully embodying the core ideas of STEM education, thus helping to cultivate children's hands-on skills, innovative thinking, and cognitive abilities. Simultaneously, the encapsulation unit 2 protects the completed structure, enhancing the toy's educational value and fun. By setting up the same type of connection interface, children can easily practice building using a single connection method. Example

[0036] The difference between this embodiment and the above embodiment 1 is that: in this embodiment, all the substrates 112 installed on the cube frame 111 are of the same type, and the connection interfaces on the same side of the substrates 112 are of the same type. Therefore, all the substrates 112 in this embodiment are substrates 112 with snap-fit ​​slot 1122 interfaces. Correspondingly, all the connection components 12 in this embodiment are snap-fit ​​connectors 122. By setting the same type of connection interface, it is convenient for children to practice building with another single connection method. Example

[0037] The difference between this embodiment and the above embodiment 1 is that: in this embodiment, all substrates 112 are of the same type, and the connection interfaces on the same side of the substrates 112 are of the same type. Therefore, all substrates 112 in this embodiment are substrates 112 with magnetic block 1123 interfaces. Correspondingly, all connection components 12 in this embodiment are magnetic connectors 123. By setting the same type of connection interface, it is convenient for children to practice building with another single connection method. Example

[0038] The difference between this embodiment and Embodiment 1 is that all substrates 112 in this embodiment are of the same type, but the connection interfaces on the same side of the substrates 112 include two different types. The substrate 112 in this embodiment is a combination interface of groove 1121 and snap-fit ​​groove 1122. Correspondingly, the connection component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment. When there are two different types of connection interfaces, children can try different combinations of connection methods, improve their innovative thinking and hands-on ability, and further enhance the educational value and fun of the toy. Example

[0039] The difference between this embodiment and Embodiment 1 is that all substrates 112 in this embodiment are of the same type, but the connection interfaces on the same side of the substrates 112 include two different types. The substrate 112 in this embodiment is a combination interface of groove 1121 and magnetic block 1123. Correspondingly, the connection component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment. When there are two different types of connection interfaces, children can try different combinations of connection methods, improve their innovative thinking and hands-on ability, and further enhance the educational value and fun of the toy. Example

[0040] The difference between this embodiment and Embodiment 1 is that all substrates 112 in this embodiment are of the same type, but the connection interfaces on the same side of the substrates 112 include two different types. The substrate 112 in this embodiment is a combination interface of a snap-fit ​​groove 1122 and a magnetic block 1123. Correspondingly, the connection component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment. When there are two different types of connection interfaces, children can try different combinations of connection methods, improve their innovative thinking and hands-on ability, and further enhance the educational value and fun of the toy. Example

[0041] The difference between this embodiment and Embodiment 1 is that all substrates 112 in this embodiment are of the same type, but the connection interfaces on the same side of the substrates 112 are of three different types. The substrate 112 in this embodiment is a combination of a groove 1121, a snap-fit ​​groove 1122, and a magnetic block 1123. Correspondingly, the connection component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment. When there are three different types of connection interfaces, children can try more combinations of different connection methods, fully exercise their innovative thinking and hands-on ability, and greatly enhance the educational value and fun of the toy. Example

[0042] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment includes two types: one type has only one type of interface, and the other type has two types of interfaces. For example, one type of substrate 112 has only groove 1121 interfaces, while the other type of substrate 112 has a combination of groove 1121 and snap-fit ​​slot 1122 interfaces. Accordingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0043] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment includes two types: one substrate 112 with all interfaces of the same type, and the other substrate 112 with two types of interfaces. For example, one substrate 112 has all groove 1121 interfaces, while the other substrate 112 has a combination of groove 1121 and magnetic block 1123 interfaces. Accordingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0044] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment includes two types: one type has only one type of interface, and the other type has two types of interfaces. For example, one type of substrate 112 has recessed interfaces 1121 on all interfaces, while the other type of substrate 112 has a combination of snap-fit ​​slots 1122 and magnetic blocks 1123. Accordingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0045] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment includes two types: one type has only one type of interface, and the other type has two types of interfaces. For example, one type of substrate 112 has only snap-fit ​​slots 1122 interfaces, while the other type of substrate 112 has a combination of grooves 1121 and snap-fit ​​slots 1122 interfaces. Accordingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0046] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment includes two types: one type has only one type of interface, and the other type has two types of interfaces. For example, one type of substrate 112 has only snap-fit ​​slots 1122 interfaces, while the other type of substrate 112 has a combination of grooves 1121 and magnetic blocks 1123 interfaces. Accordingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0047] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment includes two types: one substrate 112 with all interfaces of the same type, and the other substrate 112 with two types of interfaces. For example, one substrate 112 has only snap-fit ​​slots 1122 interfaces, while the other substrate 112 has a combination of snap-fit ​​slots 1122 and magnetic blocks 1123 interfaces. Accordingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0048] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment includes two types: one substrate 112 with all interfaces of the same type, and the other substrate 112 with two types of interfaces. For example, one substrate 112 has only magnetic block 1123 interfaces, while the other substrate 112 has a combination of grooves 1121 and snap-fit ​​slots 1122 interfaces. Accordingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0049] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment includes two types: one substrate 112 with all interfaces of the same type, and the other substrate 112 with two types of interfaces. For example, one substrate 112 has only magnetic block 1123 interfaces, while the other substrate 112 has a combination of groove 1121 and magnetic block 1123 interfaces. Accordingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0050] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment includes two types: one substrate 112 has only one type of interface, and the other substrate 112 has two types of interfaces. For example, one substrate 112 has only magnetic block 1123 interfaces, while the other substrate 112 has a combination of snap-fit ​​slots 1122 and magnetic blocks 1123 interfaces. Accordingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0051] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment has three types: one substrate 112 with all interfaces of the same type, one substrate 112 with two types of interfaces, and another substrate 112 with three types of interfaces. For example, one substrate 112 has all grooves 1121 interfaces, another substrate 112 has a combination of grooves 1121 and snap-fit ​​slots 1122, and another substrate 112 has a combination of grooves 1121, snap-fit ​​slots 1122 and magnetic blocks 1123. Correspondingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0052] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment has three types: one substrate 112 with all interfaces of the same type, one substrate 112 with two types of interfaces, and another substrate 112 with three types of interfaces. For example, one substrate 112 has all grooves 1121 interfaces, another substrate 112 has a combination of grooves 1121 and magnetic blocks 1123, and another substrate 112 has a combination of grooves 1121, snap-fit ​​slots 1122 and magnetic blocks 1123. Correspondingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0053] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment has three types: one substrate 112 with all interfaces of the same type, one substrate 112 with two types of interfaces, and another substrate 112 with three types of interfaces. For example, one substrate 112 has all grooves 1121 interfaces, another substrate 112 has a combination of snap-fit ​​grooves 1122 and magnetic blocks 1123, and yet another substrate 112 is a combination of grooves 1121, snap-fit ​​grooves 1122 and magnetic blocks 1123. Correspondingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0054] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment has three types: one substrate 112 with all interfaces of the same type, one substrate 112 with two types of interfaces, and another substrate 112 with three types of interfaces. For example, one substrate 112 has all snap-fit ​​slots 1122 interfaces, another substrate 112 has a combination of grooves 1121 and snap-fit ​​slots 1122, and another substrate 112 has a combination of grooves 1121, snap-fit ​​slots 1122, and magnetic blocks 1123. Correspondingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0055] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment has three types: one substrate 112 with all interfaces of the same type, one substrate 112 with two types of interfaces, and another substrate 112 with three types of interfaces. For example, one substrate 112 has all snap-fit ​​slots 1122 interfaces, another substrate 112 has a combination of grooves 1121 and magnetic blocks 1123, and yet another substrate 112 is a combination of grooves 1121, snap-fit ​​slots 1122, and magnetic blocks 1123. Correspondingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0056] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment has three types: one substrate 112 with all interfaces of the same type, one substrate 112 with two types of interfaces, and another substrate 112 with three types of interfaces. For example, one substrate 112 has all snap-fit ​​slots 1122 interfaces, another substrate 112 has a combination of snap-fit ​​slots 1122 and magnetic blocks 1123, and another substrate 112 has a combination of grooves 1121, snap-fit ​​slots 1122 and magnetic blocks 1123. Correspondingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0057] The difference between this embodiment and Embodiment 1 above is that the substrate 112 in this embodiment has three types: one substrate 112 with all interfaces of the same type, one substrate 112 with two types of interfaces, and another substrate 112 with three types of interfaces. For example, one substrate 112 has magnetic block 1123 interfaces, another substrate 112 has a combination of groove 1121 and snap-fit ​​groove 1122, and another substrate 112 has a combination of groove 1121, snap-fit ​​groove 1122 and magnetic block 1123. Correspondingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, which allows children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0058] The difference between this embodiment and Embodiment 1 is that the substrate 112 in this embodiment has three types: one substrate 112 with all interfaces of the same type, one substrate 112 with two types of interfaces, and another substrate 112 with three types of interfaces. For example, one substrate 112 has magnetic block 1123 interfaces, another substrate 112 has a combination of groove 1121 and magnetic block 1123, and another substrate 112 has a combination of groove 1121, snap-fit ​​groove 1122 and magnetic block 1123. Correspondingly, the connecting component 12 in this embodiment is a connector adapted to the interface of the substrate 112 in this embodiment, allowing children to try more combinations of different connection methods and fully exercise their innovative thinking and hands-on ability. Example

[0059] The difference between this embodiment and the above embodiment 1 is that all the substrates 112 in this embodiment are substrates 112 with groove 1121 interfaces. When the same type of connection interface is on the same surface, it is convenient for children to practice building with a single connection method.

[0060] The above are all preferred embodiments of this application, and are not intended to limit the scope of protection of this application. Therefore, all equivalent changes made in accordance with the structure, shape and principle of this application should be covered within the scope of protection of this application.

Claims

1. A modular construction STEM early education toy, characterized in that, The assembly includes a building block unit (1) and a packaging unit (2). The packaging unit (2) includes a transparent shell (21) with an opening (211) and a cover (22). The assembled building block unit (1) can be placed inside the transparent shell (21) and packaged by the cover (22). The building block unit (1) includes a main block (11), a connecting component (12), and a ball bearing (13). The main block (11) includes a cubic frame (111) and base plates (112) that can be detachably installed on each side of the cubic frame (111). Each base plate (112) is provided with at least one type of connection interface. The types of connection interfaces include... The connector (12) includes a groove (1121), a snap-fit ​​groove (1122), and a magnetic block (1123); the connecting component (12) includes a plug-in connector (121), a snap-fit ​​connector (122), and a magnetic connector (123) adapted to the connecting interface. The plug-in connector (121) is provided with a protruding structure (1211), the snap-fit ​​connector (122) is provided with an elastic snap-fit ​​structure (1221), and the magnetic connector (123) is provided with a weak magnetic adsorption structure (1231). Several of the connectors are selected and installed on the substrate (112) to form a closed labyrinth channel through which the ball (13) can pass.

2. The modular construction STEM early education toy according to claim 1, characterized in that, The cube frame (111) has multiple detachable edge bands (113) on its side. The inner wall of the side of the cube frame (111) is provided with abutment grooves (1111). The base plate (112) is installed in the abutment grooves (1111) of the cube frame (111) by sliding fit and is locked by the edge bands (113).

3. The modular construction STEM early education toy according to claim 2, characterized in that, The number of the sealing edges (113) is three, each sealing edge (113) is used to lock two adjacent substrates (112), and the three sealing edges (113) are not connected to each other.

4. The modular construction STEM early education toy according to claim 1, characterized in that, The connection interfaces on the same side of the substrate (112) are of the same type.

5. The modular construction STEM early education toy according to claim 1, characterized in that, The connection interfaces on the same side of the substrate (112) are of two different types.

6. The modular construction STEM early education toy according to claim 1, characterized in that, The connection interfaces on the same side of the substrate (112) are of three different types.

7. The modular construction STEM early education toy according to claim 3, characterized in that, The edge banding (113) is provided with an insert (1131), and the cube frame (111) is provided with a groove (1112) corresponding to the insert (1131). The insert (1131) can be embedded into the groove (1112) to achieve a tight connection. The top of the protruding structure (1211) of the plug-in connector (121) is provided with a guide slope, and the elastic snap-fit ​​structure (1221) of the snap-fit ​​connector (122) is provided with a stress buffer chamber inside.

8. The modular construction STEM early education toy according to claim 1, characterized in that, The main block (11) is an ABS plastic structure with a smooth surface and no burrs.

9. The modular construction STEM early education toy according to claim 1, characterized in that, The snap-fit ​​connector (122) has a TPU material structure for its elastic snap-fit.

10. The modular construction STEM early education toy according to claim 1, characterized in that, The weak magnetic adsorption structure (1231) of the magnetic connector (123) is a neodymium iron boron magnet structure, and the surface of the weak magnetic adsorption structure (1231) of the magnetic connector (123) is covered with a flexible protective layer.

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