Animation display board for infant education

Abstract

The utility model belongs to animation display boards, and provides a preschool education animation display board which comprises a box body and a display board, two stand columns are arranged on the box body, the outer walls of the stand columns are sleeved with cylinders, and the cylinders can do lifting motion and rotating motion relative to the stand columns; a track is installed on the second surface of the display board, two sliding blocks are installed on the outer wall of the cylinder, and the sliding blocks are connected with the track in a sliding mode. The display board solves the problem that the display board cannot be adjusted and moved at multiple angles.

Description

Technical Field

[0001] The utility model belongs to the field of animation display boards, in particular to an early childhood education animation display board. Background Art

[0002] With the development of society, the animation industry is also developing rapidly and has attracted the attention of different people. In order to effectively improve children's safety awareness, safety education knowledge can be made into animations to attract children to watch, which requires the use of animation display boards.

[0003] In the prior art, for example, Publication No.: CN217740128U is a kind of early childhood education animation display board with a protective component, which relates to the field of animation display board improvement technology, including a bracket, the top of the bracket is symmetrically welded with a guide column, the guide column is slidably connected with a guide ring in the vertical direction, the side of the guide ring is welded with a display board, the upper surface of the bracket is provided with a clearance groove, the clearance groove is slidably connected with a transverse block in the horizontal direction, the top of the transverse block is provided with a lifting mechanism that can drive the display board to move in the vertical direction, and the front side of the bracket is fixedly connected with a T-bar by bolts. Compared with the traditional animation display board, the utility model is provided with a protective component composed of a T-bar and a protective plate on the side of its bracket, the protective plate is made of rubber material, and the protective component can softly shield the side of the animation display board bracket, thereby effectively avoiding the problem that young children running around may be tripped by the bracket at the bottom of the animation display board, which is prone to safety accidents.

[0004] However, there are some problems with the technology in the comparative document. The existing technology can only perform simple lifting and lowering, and cannot be adjusted and moved at multiple angles according to actual usage, which leads to poor viewing effects at other positions and reduces the effect of safety education. Therefore, we provide a preschool education animation display board. Utility Model Content

[0005] The utility model provides a preschool education animation display board, aiming to solve the problem that it cannot be adjusted and moved at multiple angles according to actual use conditions, thus resulting in poor viewing effects at other positions and reducing the effect of safety education.

[0006] The utility model is implemented as follows, comprising a box body and a display board, wherein the box body is provided with two upright posts, the outer walls of the upright posts are sleeved with a cylinder, and the cylinder can perform lifting and rotating movements relative to the upright posts; a track is installed on the second surface of the display board, and two sliders are installed on the outer wall of the cylinder, and the sliders are slidably connected to the track.

[0007] Optionally, a chute is provided on the track, the slider extends into the chute, and the slider is slidably connected to the chute. A clamping groove is provided at the bottom of the chute. The slider has a hollow structure, and a limiting component is provided inside the slider.

[0008] Optionally, the limiting component includes a first spring and a clamping ball. The first spring is connected to the clamping ball. The clamping ball extends out of the slider. The first spring is arranged inside the slider. The first spring provides elastic force for the clamping ball and makes the clamping ball extend into the clamping groove.

[0009] Optionally, the slider is fixedly connected to the cylinder through a connecting block.

[0010] Optionally, the number of the first springs is three, and the distance between adjacent first springs is equal to the distance between adjacent clamping grooves.

[0011] Optionally, the locking mechanism further includes a housing, a fixing rod, a second spring, a handle, a guiding sleeve and a retaining piece;

[0012] The guiding sleeve is arranged inside the housing. The housing is mounted on the outer wall of the cylinder. One end of the second spring is connected to the retaining piece, and the other end of the second spring is connected to the guiding sleeve. A slot is provided on the column. The other end of the second spring provides elastic force for the fixing rod to extend into the slot through the retaining piece. The end of the fixing rod away from the slot is connected to the handle, and the fixing rod passes through the side wall of the housing.

[0013] Optionally, an iron plate is installed in the inner cavity of the display board. A magnet is provided on the first surface of the display board. The magnet is magnetically adsorbed on the first surface through the iron plate.

[0014] Optionally, traveling wheels are provided at the bottom of the box body.

[0015] Optionally, an openable box door is provided on the box body.

[0016] The beneficial effects achieved by the present utility model are as follows. During actual use, when pulling the display board to both sides, the slider is driven to slide to both sides inside the inner cavity of the slide rail, causing the clamping ball to move out of the inner cavity of the clamping groove and compressing the first spring, thereby ensuring the normal movement of the slider. When the display board moves to the desired position, the first spring pops out, and the clamping ball can be re-clamped into the inner wall of the clamping groove at other positions to fix the display board. When pulling the handle outward, the fixing rod is driven to move outward, and the retaining piece compresses the second spring, causing the fixing rod to move out of the inner cavity of the slot, thereby releasing the fixation of the cylinder. At the same time, the handle can be held to drive the cylinder to lift or rotate. When fixation is required, the handle is released, and the second spring pops out to re-insert the fixing rod into the inner cavity of the slot, thus fixing the display board, which solves the problem that the display board cannot be adjusted and moved at multiple angles. BRIEF DESCRIPTION OF THE DRAWINGS

[0017] In order to more clearly illustrate the technical solutions in the embodiments of the present application, the following will briefly introduce the drawings required for description in the embodiments. Obviously, the following-described drawings are only some embodiments of the present application. For those skilled in the art, without creative efforts, other drawings can be obtained based on these drawings.

[0018] Figure 1 is a three-dimensional structural schematic diagram of an early childhood education animation display board provided by the present utility model;

[0019] Figure 2 is an exploded view of the display board of an early childhood education animation display board provided by the present utility model;

[0020] Figure 3 is a rear-view structural schematic diagram of an early childhood education animation display board provided by the present utility model;

[0021] Figure 4 is an exploded view of the cylinder of an early childhood education animation display board provided by the present utility model;

[0022] Figure 5 is a cross-sectional view of the fixing mechanism of an early childhood education animation display board provided by the present utility model when it is clamped.

[0023] The reference numerals are as follows:

[0024] 1 - box body, 2 - column, 21 - slot, 3 - cylinder, 31 - connection block, 32 - slider, 4 - display board, 5 - slide rail, 51 - chute, 6 - clamping groove, 7 - box door, 8 - locking mechanism, 81 - housing, 82 - fixing rod, 83 - second spring, 84 - handle, 85 - guiding sleeve, 86 - retaining piece, 9 - iron plate, 10 - magnet, 11 - first surface, 12 - second surface, 13 - limiting component, 131 - first spring, 132 - clamping ball, 14 - traveling wheel. Detailed implementation manners

[0025] The following will clearly and completely describe the technical solutions in the embodiments of the present application with reference to the accompanying drawings in the embodiments of the present application. Obviously, the described embodiments are only a part of the embodiments of the present application, rather than all the embodiments. Based on the embodiments of the present application, all other embodiments obtained by those skilled in the art without creative efforts belong to the scope of protection of the present application.

[0026] The terms "first" and "second" etc. in the present application are used to distinguish different objects, rather than to describe a specific order. In addition, the terms "include" and "have" and any variations thereof are intended to cover non-exclusive inclusion. For example, a process, method, system, product or device that includes a series of steps, operations, components or modules is not limited to the listed steps, operations, components or modules, but may optionally further include steps, operations, components or modules not listed, or may optionally further include other steps, operations, components or modules inherent to these processes, methods, products or devices.

[0027] Referring to "embodiments" herein means that specific features, structures or characteristics described in connection with the embodiments can be included in at least one embodiment of the present application. The phrase appears in various places in the specification and does not necessarily refer to the same embodiment, nor is it an independent or alternative embodiment mutually exclusive with other embodiments. Those skilled in the art explicitly and implicitly understand that the embodiments described herein can be combined with other embodiments.

[0028] As Figures 1 to 5 shown, an early childhood education animation display board in an exemplary embodiment includes a box body 1 and a display board 4. Two columns 2 are provided on the box body 1. A cylinder 3 is sleeved on the outer wall of the column 2. The cylinder 3 can perform lifting and rotating movements relative to the column 2. A track 5 is installed on the second surface 12 of the display board 4. Two sliders 32 are installed on the outer wall of the cylinder 3. The sliders 32 are slidably connected to the track 5.

[0029] During the specific operation process, the cylinder 3 is installed on the outer wall of the column 2 and can freely rotate around the column 2. This rotation is achieved through the cooperation of the slider 32 on the outer wall of the cylinder 3 and the track 5 on the second surface 12 of the display board 4, realizing the rotational movement of the display board 4. Therefore, the display board 4 can not only move left and right along the track 5, but also rotate around the column 2, thereby showing animations or other educational contents to the watching children. In this way, the visible range of the animation display board is expanded, enhancing the interactivity and educational effect.

[0030] The cylinder 3 is designed to be directly sleeved on the column 2 and has a lifting function, which allows the cylinder 3 to move up and down along the column 2 to adjust the height of the display board 4 to adapt to the line of sight heights of children of different ages. The up and down movement of the cylinder 3 realizes the lifting control of the display board 4 through the track 5 connected to the slider 32.

[0031] In order to control and fix the cylinder 3 at a specific height, a locking mechanism or a limiting mechanism can be adopted. The locking mechanism can be a snap system that allows users to lock the position of the cylinder 3 after lifting it to a specific height through a simple manual operation. For example, the height of the cylinder can be fixed by tightening a screw or pressing a snap. The limiting mechanism may be a set of preset grooves or holes. When the cylinder 3 moves up and down, the protruding parts inside can be inserted into these grooves or holes to fix the position of the cylinder 3. These mechanisms should be designed to be both firm and easy to operate to ensure the stability of the display board 4, while also facilitating teachers or parents to adjust the height of the display board 4 as needed.

[0032] Among them, the locking mechanism and the snap system belong to common technologies in the mechanical field. The specific structure of the locking mechanism and the snap system is known in the mechanical field and is widely used in various devices to achieve rapid locking and release of positions. And since this utility model does not involve a protection request for these parts, no detailed description will be given here.

[0033] Through the lifting and rotational movements of the cylinder 3 relative to the column 2, and the left and right movement of the display board 4, multi-directional position adjustment is provided for the educational display board 4. Such a design enables the display content to be easily aligned with audiences at different positions and heights, enhancing the flexibility of visual teaching. Since the height and angle of the display board 4 can be adjusted, this educational board can be adjusted accordingly according to the height and viewing angle of young children, enabling all young children to view the content on the display board 4 from the best perspective and improving the inclusiveness of teaching. Since the display board 4 can rotate around the column and move left and right, teachers can add interactive elements during the teaching process, such as rotating the board to show different educational content to the children. Such a dynamic display method can better attract the attention of young children and improve their learning interest.

[0034] Early childhood education requires teaching tools that are simple to operate and can stimulate children's interest. The display board 4 aims to meet the above requirements through its multi-directional adjustment function, thus ensuring its suitability for kindergartens or similar educational environments. The display board 4 in this embodiment can support teachers and students to increase classroom interaction by physically moving and adjusting the display board, improving the learning interest of young children.

[0035] Although this embodiment provides an "early childhood education" animation display board with functions specifically designed to meet the early childhood education scenario, the versatility and flexibility of this design mean that it can also be applied to a wider range of fields. For example, it can be used in classrooms at other educational levels, public displays, or as a tool for any occasion that requires dynamic visual displays. Therefore, although the naming focuses on early childhood education, those skilled in the art can also consider this utility model to be a multi-functional animation display board.

[0036] As an alternative embodiment, a chute 51 is formed on the track 5. The slider 32 extends into the chute 51, and the slider 32 is slidably connected to the chute 51. A clamping groove 6 is provided at the bottom of the chute 51. The inside of the slider 32 is a hollow structure, and a limiting component 13 is provided inside the slider 32.

[0037] As an alternative embodiment, the limiting component 13 includes a first spring 131 and a clamping ball 132. The first spring 131 is connected to the clamping ball 132. The clamping ball 132 extends out of the slider 32. The first spring 131 is arranged inside the slider 32. The first spring 131 provides elastic force for the clamping ball 132 and enables the clamping ball 132 to extend into the clamping groove 6.

[0038] Furthermore, when the slider 32 slides towards one end in the chute 51, the clamping ball 132 can automatically move out of the inside of the clamping groove 6 according to the inner arc structure of the clamping groove 6 and apply pressure to the first spring 131, prompting the clamping ball 132 to retract into the inside of the slider 32 to ensure that the slider 32 can move normally. When the display board 4 moves to the desired position, the first spring 131 releases pressure and can push the clamping ball 132 into the clamping groove 6 at other positions to fix the display board 4.

[0039] As an alternative embodiment, the slider 32 is fixedly connected to the cylinder 3 through a connecting block 31.

[0040] As an alternative embodiment, the number of the first springs 131 is three, and the distance between adjacent first springs 131 is equal to the distance between adjacent clamping grooves 6.

[0041] Furthermore, the distance between the first springs 131 being equal to the distance between adjacent clamping grooves 6 can ensure that after the slider 32 moves, the clamping ball 132 can correspond to the clamping groove 6 at other positions after the movement.

[0042] As an alternative embodiment, the locking mechanism 8 further includes a housing 81, a fixing rod 82, a second spring 83, a handle 84, a guiding sleeve 85 and a retaining piece 86;

[0043] The guiding sleeve 85 is arranged inside the housing 81. The housing 81 is mounted on the outer wall of the cylinder 3. One end of the second spring 83 is connected to the retaining piece 86, and the other end of the second spring 83 is connected to the guiding sleeve 85. A slot 21 is formed on the upright column 2. The other end of the second spring 83 provides an elastic force for the fixing rod 82 to extend into the slot 21 through the retaining piece 86. The end of the fixing rod 82 away from the slot 21 is connected to the handle 84, and the fixing rod 82 passes through the side wall of the housing 81.

[0044] During the specific operation process, pulling the handle 84 outwards drives the fixing rod 82 to move and compresses the second spring 83, prompting the fixing rod 82 to move out of the inner cavity of the slot 21, thereby releasing the fixation of the cylinder 3. At the same time, moving the cylinder 3 upwards realizes the elevation of the cylinder 3. On the contrary, it descends. After releasing the fixation of the cylinder 3, rotating the handle 84 can realize the rotation of the cylinder 3. After releasing the handle 84, the second spring 83 releases the elastic force, pushing the fixing rod 82 to snap into the slot 21, and the cylinder 3 can be fixed again.

[0045] Therefore, through the above technical solutions, the utility model can perform lifting and rotating movements on the display board 4.

[0046] As an alternative embodiment, an iron plate 9 is installed inside the display board 4, and a magnet 10 is arranged on the first surface 11 of the display board 4. The magnet 10 is magnetically adsorbed on the first surface 11 through the iron plate 9.

[0047] As an alternative embodiment, a traveling wheel 14 is arranged at the bottom of the box body 1.

[0048] The traveling wheel 14 is an existing locking universal wheel. The setting of the traveling wheel 14 can make the early childhood education animation display board more flexible and convenient to move.

[0049] As an alternative embodiment, an openable box door 7 is arranged on the box body 1.

[0050] Opening the box door 7 is convenient for the staff to store teaching utensils and improves the storage function of the early childhood education animation display board.

[0051] The exemplary embodiments of the present application can be combined with each other, and the exemplary embodiments obtained by the combination also fall within the scope of the present application.

[0052] The present application uses specific examples to elaborate on the principle and implementation manner of the present application. The description of the above embodiments is only used to help understand the method and its core idea of the present application. At the same time, for those skilled in the art, according to the idea of the present application, there will be changes in the specific implementation manner and application scope. In summary, the content of this specification should not be construed as a limitation to the present application.

Claims

1. A preschool education animation display board, characterized in that: The invention comprises a box body (1) and a display board (4), wherein the box body (1) is provided with two upright posts (2), the outer walls of the upright posts (2) are sleeved with a cylinder (3), and the cylinder (3) can perform lifting and rotating movements relative to the upright posts (2); a track (5) is installed on the second surface (12) of the display board (4), and two sliders (32) are installed on the outer wall of the cylinder (3), and the sliders (32) are slidably connected to the track (5).

2. The early childhood education animation display board according to claim 1, characterized in that: The track (5) is provided with a slide groove (51), the slider (32) extends into the slide groove (51), and the slider (32) is slidably connected to the slide groove (51), a clamping groove (6) is provided at the bottom of the slide groove (51), the slider (32) is a hollow structure, and a limit position assembly (13) is provided inside the slider (32).

3. The early childhood education animation display board according to claim 2, characterized in that: The limiting assembly (13) comprises a first spring (131) and a locking ball (132); the first spring (131) is connected to the locking ball (132); the locking ball (132) extends out of the slider (32); the first spring (131) is arranged inside the slider (32); the first spring (131) provides elastic force for the locking ball (132) and enables the locking ball (132) to extend into the locking groove (6).

4. The early childhood education animation display board according to any one of claims 1 to 3, characterized in that: The sliding block (32) is fixedly connected to the cylinder (3) via a connecting block (31).

5. The early childhood education animation display board according to claim 3, characterized in that: The number of the first springs (131) is three, and the spacing between adjacent first springs (131) is equal to the spacing between adjacent clamping slots (6).

6. The early childhood education animation display board according to claim 1, characterized in that: Also included is a locking mechanism (8) comprising a housing (81), a fixing rod (82), a second spring (83), a handle (84), a guide sleeve (85) and a blocking sheet (86); The guide sleeve (85) is arranged in the shell (81), and the shell (81) is mounted on the outer wall of the cylinder (3); one end of the second spring (83) is connected to the baffle (86), and the other end of the second spring (83) is connected to the guide sleeve (85); a slot (21) is provided on the column (2), and the other end of the second spring (83) provides elastic force for the fixing rod (82) to extend into the slot (21) through the baffle (86); one end of the fixing rod (82) away from the slot (21) is connected to the handle (84), and the fixing rod (82) passes through the side wall of the shell (81).

7. The early childhood education animation display board according to claim 1, characterized in that: An iron plate (9) is installed in the inner cavity of the display board (4), and a magnet (10) is provided on the first surface (11) of the display board (4), wherein the magnet (10) is adsorbed on the first surface (11) by magnetic force with the iron plate (9).

8. The early childhood education animation display board according to claim 1, characterized in that: The bottom of the box body (1) is provided with running wheels (14).

9. The early childhood education animation display board according to claim 1, characterized in that: The box body (1) is provided with an openable box door (7).

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