Suspending and climbing combined frame for child sensory integration training

Abstract

The utility model discloses a suspension climbing combined frame for child sensory integration training, which comprises a sponge mat and two oblique angle frames arranged on two sides of the sponge mat, and further comprises a longitudinal mechanism, a transverse mechanism and a transverse mechanism, the longitudinal mechanism comprises climbing nets mounted on outer walls of two sides of the oblique angle frames, and the oblique angle frames are of triangular prism structures; the transverse mechanism comprises two vertical rods arranged on the climbing net, transverse rods distributed at equal intervals are connected to the outer walls of the opposite sides of the two vertical rods, and a single rod and two connected foot rods are further arranged on the outer wall of one side of the climbing net. The suspension-climbing combined frame for sensory integration training of the children has the technical effects that climbing modes and game modes of different combinations are added, the climbing interest of the children is improved, and meanwhile, the safety problem in the climbing process of the children is considered.

Description

Technical Field

[0001] The utility model relates to the technical field of education, in particular to a suspended climbing combination frame for sensory training of young children. Background Art

[0002] Early childhood sensory integration training, also known as sensory integration training, is a method that stimulates the sensory system to help children develop, integrate, and improve their sensory system functions. This training has a positive impact on children's physical coordination, balance, spatial cognition, and attention. It primarily involves training in balance, vision, hearing, touch, proprioception, and vestibular senses. Early childhood sensory integration training is an important early intervention method that can help children develop, integrate, and improve their sensory system functions. Parents and teachers should attach great importance to the implementation of sensory integration training and provide personalized and ongoing training based on individual differences among children.

[0003] Patent application number 202222278202.5 discloses a multi-grid sensory training climbing frame, which comprises multiple independent grid boxes and a connecting climbing frame. The connecting climbing frame is mounted on the independent grid boxes via an adjustable mechanism, and the multiple independent grid boxes are connected by the connecting climbing frame. This utility model, with its various combinations, not only cultivates children's creative and hands-on skills, but also enhances their balance, tactile perception, and visual perception while climbing, thereby improving their sensory integration abilities.

[0004] However, most of the traditional climbing frames for sensory integration training for children have simple structures and are too repetitive, which may cause children to lose interest and be unwilling to use them. Alternatively, the training methods are single, with only horizontal climbing combinations, which require children to climb horizontally on the climbing frames. Although safety is guaranteed, the effectiveness of sensory integration training for children is insufficiently developed. Alternatively, the game methods are thin, lacking a sense of hierarchy and fun, and are not conducive to inspiring the development of active thinking and practical movement in children. There is also a lack of exploration of children's cooperative spirit.

[0005] For example, traditional tools for sensory training for young children are mostly traditional equipment such as seesaws and swings in community activity areas or parks. Young children easily get bored with these training toys, lose interest, and are no longer willing to undergo training. Utility Model Content

[0006] The utility model discloses a suspended climbing combination frame for sensory integration training of young children, which aims to solve the technical problems that most of the traditional suspended climbing combination frames for sensory integration training of young children have simple structures and high repetitiveness, which will make young children lose interest and unwilling to use them, or the training method is single, with only a horizontal climbing combination, allowing young children to climb horizontally on the climbing frame. Although safety is guaranteed, the effectiveness of sensory integration training of young children is insufficiently developed, or the game method is thin, without a sense of hierarchy and fun, which is not conducive to inspiring the combined development of active thinking and practical movement in young children, and also lacks the exploration of the cooperative spirit of young children.

[0007] In order to achieve the above purpose, the present invention adopts the following technical solutions:

[0008] A suspended climbing combination frame for sensory integration training of young children, comprising a sponge pad and two angled frames arranged on both sides of the sponge pad, and further comprising:

[0009] Longitudinal mechanism: The longitudinal mechanism includes climbing nets installed on the outer walls of both sides of the bevel frame, and the bevel frame is a triangular prism structure;

[0010] Transverse mechanism: The transverse mechanism includes two vertical poles arranged on the climbing net, and horizontal poles distributed at equal distances are connected to the outer walls on opposite sides of the two vertical poles. A single pole and two connected foot poles are also provided on the outer wall of one side of the climbing net.

[0011] In this plan, by setting up vertical and horizontal mechanisms, children can climb through the climbing net and use the horizontal bars to climb. They can have both up and down and left and right climbing experiences on the suspended climbing combination frame. Various different game modes can also be combined according to the two climbing forms, which is conducive to the coordinated development of children's intelligence and physical strength.

[0012] In a preferred solution, transverse plates are provided on both outer walls of the bevel frame, the transverse plates are connected to both sides of the bevel frame through mortise and tenon joints, and screws are provided at the connection points between the transverse plates and the bevel frame.

[0013] By providing mortise and tenon joints on the bevel frame that match the shape of the fixed horizontal plate, the fixed horizontal plate can be embedded in the bevel frame and then fixed with screws, ensuring the stable placement of the bevel frame.

[0014] In a preferred embodiment, the two foot rods are connected in parallel, and the two foot rods are parallel to the single rod; grooves are provided on the outer circumferential walls of the ends of the two vertical rods and the single rod, and a fixed rope is connected to the outer circumferential wall of the groove.

[0015] By setting a single pole and foot poles, a longitudinal distance is formed in the middle. Young children can climb the single pole with their hands and step on the foot poles to complete lateral movement, which exercises their arm strength. The parallel foot poles are easy to stand on. By setting grooves and fixed ropes on the vertical pole and the single pole, the two structures are firmly fixed to the climbing net to prevent them from falling during exercise, thereby improving the safety of the equipment.

[0016] As can be seen from the above, a suspended climbing combination frame for sensory integration training for young children includes a sponge mat and two angled frames arranged on both sides of the sponge mat. It is characterized by further comprising: a longitudinal mechanism: the longitudinal mechanism includes a climbing net installed on the outer walls of both sides of the angled frames, and the angled frames are triangular prism structures; a transverse mechanism: the transverse mechanism includes two vertical poles arranged on the climbing net, and horizontal poles are connected to the outer walls of opposite sides of the two vertical poles at equal distances. A single pole and two connected foot poles are also provided on the outer wall of one side of the climbing net. The improved door lintel mold provided by this utility model has the technical effect of increasing climbing modes and different combinations of game methods, increasing children's interest in climbing, and at the same time taking into account children's safety issues during the climbing process. BRIEF DESCRIPTION OF THE DRAWINGS

[0017] Figure 1 The present invention is a structural diagram of a suspended climbing combination frame for sensory integration training of young children.

[0018] Figure 2 The present invention is a top view of the structure of a suspended climbing combination frame for sensory integration training for young children.

[0019] Figure 3 The present invention is a schematic diagram of the horizontal structure of a suspended climbing combination frame for sensory training of young children.

[0020] Figure 4 The utility model is a schematic diagram of the longitudinal structure of a suspended climbing combination frame for sensory integration training of young children.

[0021] In the attached figure: 1. Sponge pad; 2. Bevel frame; 3. Fixed horizontal board; 4. Climbing net; 5. Single pole; 6. Rope loop; 7. Vertical pole; 8. Horizontal pole; 9. Foot pole; 10. Fixed rope bolt; 11. Tire; 12. Groove; 13. Screw. DETAILED DESCRIPTION

[0022] The technical solutions in the embodiments of the present application will be clearly and completely described below in conjunction with the 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 of the embodiments. The components of the embodiments of the present application generally described and marked in the drawings here can be arranged and designed in various different configurations. Therefore, the following detailed description of the embodiments of the present application provided in the drawings is not intended to limit the scope of the application for protection, but merely represents the selected embodiments of the present application. Based on the embodiments of the present application, all other embodiments obtained by those skilled in the art without making creative work fall within the scope of protection of the present application.

[0023] The utility model discloses a suspended climbing combination frame for sensory integration training of young children. It is mainly used for traditional suspended climbing combination frames for sensory integration training of young children. Most of them have simple structures and high repetitiveness, which will make young children lose interest and unwilling to use them. Or the training method is single, with only a horizontal climbing combination, allowing young children to climb horizontally on the climbing frame. Although safety is guaranteed, the effectiveness of sensory integration training for young children is insufficiently developed, or the game method is thin, without a sense of hierarchy and fun, which is not conducive to inspiring the combined development of active thinking and practical movement in young children, and also lacks scenes for exploring the spirit of cooperation of young children.

[0024] Reference Figure 1 and Figure 2 A suspended climbing combination frame for sensory integration training of young children includes a sponge mat 1 and two bevel frames 2 arranged on both sides of the sponge mat 1, and also includes: a longitudinal mechanism: the longitudinal mechanism includes a climbing net 4 installed on the outer walls of both sides of the bevel frame 2, and the bevel frame 2 is a triangular prism structure; a transverse mechanism: the transverse mechanism includes two vertical poles 7 arranged on the climbing net 4, and the outer walls on the opposite sides of the two vertical poles 7 are connected with equidistantly distributed horizontal poles 8. A single pole 5 and two connected foot poles 9 are also provided on the outer wall of one side of the climbing net 4.

[0025] Specifically, in this solution, by setting up a longitudinal mechanism and a transverse mechanism, children can not only climb through the climbing net 4, but also use the cross bar 8 to climb suspended, and have both up and down and left and right climbing experiences on the suspended climbing combination frame. Various different game modes can also be combined according to the two climbing forms, which is conducive to the coordinated development of children's intelligence and physical strength.

[0026] Reference Figure 1 and Figure 4In a preferred embodiment, the number of the bevel frames 2 is two, the climbing net 4 is arranged on both sides of the bevel frame 2, and the climbing net 4 is composed of ropes crisscrossed horizontally and vertically; fixed horizontal plates 3 are provided on the outer walls on both sides of the bevel frame 2, and the fixed horizontal plates 3 are connected to the two sides of the bevel frame 2 through mortise and tenon joints, and screws 13 are provided at the connection between the fixed horizontal plates 3 and the bevel frame 2.

[0027] Specifically, through the two symmetrical longitudinal mechanisms and the connected transverse mechanism, young children can complete a complete climbing process on the suspended climbing combination frame; by providing mortise and tenon joints on the bevel frame 2 that match the shape of the fixed transverse plate 3, the fixed transverse plate can be embedded in the bevel frame 2, and then fixed with screws 13, thereby ensuring the stable placement of the bevel frame 2.

[0028] Reference Figure 2 and Figure 3 In a preferred embodiment, the two foot rods 9 are connected in parallel, and the two foot rods 9 are parallel to the single rod 5; tires 11 are provided inside the two bevel frames 2, and the two ends of the two foot rods 9 are respectively connected to the top outer walls of the two tires 11.

[0029] Specifically, by arranging the single pole 5 and the foot pole 9, a longitudinal distance of about 60 cm is formed in the middle at one end. A child can climb the single pole 5 with his hands and step on the foot pole 9 to complete the lateral movement, thereby exercising the child's arm strength. The parallel foot poles 9 are easy to stand. By placing the tire 11, the foot pole 9 can be elastically supported by the tire 11, thereby playing a role in stabilizing the foot pole 9.

[0030] Reference Figure 2 and Figure 3 In a preferred embodiment, grooves 12 are provided on the outer circumference of the ends of the two vertical poles 7 and the single pole 5, and a fixed rope 10 is connected to the outer circumference of the groove 12; and rope loops 6 are sleeved on the outer circumference of several horizontal poles 8. Figure 2 3 shows a comparison effect between a crossbar 8 with a rope loop 6 and the other crossbars without rope loops 6.

[0031] Specifically, by providing the grooves 12 and the fixed rope bolts 10 on the vertical pole 7 and the single pole 5, the two structures are firmly fixed on the climbing net 4, preventing them from falling during movement, thereby improving the safety of the equipment; by attaching the rope loop 6 to the cross bar 8, a rough surface with high friction is generated on the originally smooth cross bar 8, making it difficult for young children to fall when hanging on the cross bar 8, thereby reducing the difficulty of hanging and climbing for young children.

[0032] Working Principle: This solution offers four ways to play. Play 1: Climbing the ladder. Children can climb up the vertical pole 7 via the climbing net 4 and then climb and dangle on the horizontal pole 8. Play 2: Climbing forward while hanging on the ladder with their hands and feet. Children can also climb up the vertical pole 7 via the climbing net 4 and then move their hands and feet on the horizontal pole 8. Play 3: Climbing forward while hanging on the horizontal pole 5 with their hands and feet. Children can hold the horizontal pole 5 with both hands and hang on the horizontal pole 5 with both feet, and then climb and dangle from one end to the other. Play 4: Hold the horizontal pole 5 with both hands and move sideways with both hands and feet. Children can hold the horizontal pole 5 with both hands and step on the foot pole 9 with both feet, and then move sideways from one end to the other.

[0033] The above description is merely a preferred embodiment of the present invention, but the scope of protection of the present invention is not limited thereto. The replacements described may be partial structures, devices, or method steps, or they may be complete technical solutions. Any equivalent replacements or modifications based on the technical solution and the concept of the present invention shall be covered by the scope of protection of the present invention.

Claims

1. A suspended climbing combination frame for sensory training of young children, comprising a sponge pad (1) and two angled frames (2) arranged on both sides of the sponge pad (1), characterized in that: Also includes: Longitudinal mechanism: the longitudinal mechanism comprises a climbing net (4) installed on the outer walls of both sides of the bevel frame (2), and the bevel frame (2) is a triangular prism structure; Transverse mechanism: The transverse mechanism comprises two vertical poles (7) arranged on the climbing net (4), horizontal poles (8) distributed at equal distances are connected to the outer walls of the two vertical poles (7) on opposite sides, and a single pole (5) and two connected foot poles (9) are also arranged on the outer wall of one side of the climbing net (4).

2. The suspended climbing assembly frame for sensory training of young children according to claim 1, characterized in that: The number of the diagonal frames (2) is two, the climbing net (4) is arranged on two sides of the diagonal frames (2), and the climbing net (4) is composed of ropes that are interlaced horizontally and vertically.

3. The suspended climbing assembly frame for sensory integration training of young children according to claim 2, characterized in that: A fixed transverse plate (3) is provided on both outer walls of the bevel frame (2). The fixed transverse plate (3) is connected to both sides of the bevel frame (2) through mortise and tenon joints, and screws (13) are provided at the connection between the fixed transverse plate (3) and the bevel frame (2).

4. The suspended climbing assembly frame for sensory training of young children according to claim 1, characterized in that: The two foot rods (9) are connected in parallel, and the two foot rods (9) and the single rod (5) are parallel to each other.

5. The suspended climbing assembly frame for sensory training of children according to claim 4, characterized in that: Grooves (12) are provided on the circumferential outer walls of the ends of the two vertical poles (7) and the single pole (5), and a fixing rope (10) is connected to the circumferential outer wall of the groove (12).

6. The suspended climbing assembly frame for sensory integration training of young children according to claim 1, characterized in that: Tires (11) are provided inside the two bevel frames (2), and the two ends of the two foot rods (9) are respectively connected to the top outer walls of the two tires (11).

7. The suspended climbing assembly frame for sensory integration training of young children according to claim 1, characterized in that: The outer circumferential walls of the plurality of cross bars (8) are sleeved with rope loops (6).

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