Guide interactive stackable toy

Abstract

The utility model belongs to the technical field of toys, and particularly relates to a guide interactive stackable toy, which comprises a base; the first stacking assembly is arranged on the base; the second stacking assembly is arranged on the base; the third stacking assembly is arranged on the base; the fourth stacking assembly is arranged on the base; wherein each stacking assembly is provided with an interaction structure, and the interaction structures are different from one another. The device has the beneficial effects that the first stacking assembly, the second stacking assembly, the third stacking assembly and the fourth stacking assembly are all arranged on the base, and a unique interaction structure is achieved. The practical ability of the children is tested, and the logical thinking and problem solving ability of the children are exercised.

Description

Technical Field

[0001] This application belongs to the field of toy technology, and in particular relates to a guided interactive stackable toy. Background Technology

[0002] Building blocks play a significant role in children's intellectual development and are a way to improve their hand-eye coordination. As children reach an appropriate age, they begin to unleash their boundless curiosity and imagination, making building blocks an excellent early education toy for nurturing and developing their intelligence. With continuous economic development and increased investment in children's education, more and more people are emphasizing the early childhood education stage. Stacking toys are a common early education toy that can exercise infants' and toddlers' hands-on and thinking abilities, as well as improve their color and shape recognition.

[0003] Patent CN211798799U discloses an educational stacking toy, including a base, a rigid inner column connected to the top of the base, a soft outer column installed on the outside of the rigid inner column, a soft sleeve installed on the top of the soft outer column, the soft sleeve being filled with foam filling material, and stacking blocks being uniformly slidably installed on the outside of the soft outer column.

[0004] The aforementioned patent, through the setting of a first magnetic block, a soft outer column, and a second magnetic block, can limit the installation between the stacked blocks and the soft outer column, reducing the slippage of the stacked blocks when placed outside the soft outer column. However, the aforementioned patent lacks corresponding guiding and interactive functions when children play, failing to activate children's thinking, and needs improvement. Summary of the Invention

[0005] The purpose of this application is to provide a guided interactive stackable toy that can solve the above-mentioned problems.

[0006] The purpose of this application is to provide a guided interactive stackable toy, comprising:

[0007] Base;

[0008] The first stacked component is mounted on the base;

[0009] The second stacked component is mounted on the base;

[0010] The third stacked component is mounted on the base;

[0011] The fourth stacking component is mounted on the base;

[0012] Each stacked component has an interaction structure, and each interaction structure is different.

[0013] This interactive stackable toy uses a base as its supporting structure, ensuring the stacking components are stably placed on it. The first, second, third, and fourth stacking components are all mounted on the base and feature unique interactive structures. This not only tests children's fine motor skills but also develops their logical thinking and problem-solving abilities. Each stacking component has a different interactive structure, which increases the toy's fun and challenge, allowing children to learn and grow while playing. By designing different interactive structures, the toy requires children to think and judge during the stacking process, thus developing their logical thinking skills. Simultaneously, by manipulating the stacking components, children can exercise their hand muscles and coordination, improving their fine motor skills.

[0014] Furthermore, the first stacking component includes:

[0015] The first column has a circular cross-section;

[0016] The first stacked sheet has a first through hole in its center for the first column to pass through;

[0017] The first guiding interaction structure includes two first protrusions that are spaced apart vertically on the first column and a first mating groove that is disposed on the first stacked plate. The first mating groove is connected to the first through hole.

[0018] The first stacking piece is provided in multiple ways and can be stacked on the first column. The first stacking piece can only be stacked on the first column when the first protrusion corresponds to the first mating groove.

[0019] The first pillar has a circular cross-section and serves as the basic support structure for stacking. The first stacking pieces are one of the main elements constituting the stacking toy. Each stacking piece has a first through hole at its center, through which the first pillar passes. The first guiding interaction structure includes two first protrusions, which are spaced apart vertically on the first pillar. Simultaneously, each first stacking piece has a first mating groove communicating with the first through hole. The shape of this mating groove matches the first protrusion; only when the first protrusion aligns with the first mating groove can the first stacking pieces be smoothly stacked onto the first pillar.

[0020] The design of the first interactive structure requires children to carefully observe and think during the stacking process to ensure that each piece is correctly placed on the first pillar; otherwise, stacking cannot proceed. This not only increases the difficulty and fun of stacking but also trains children's observation and logical thinking skills, and helps to stimulate their creativity and imagination.

[0021] By playing with this stacking toy, children can learn basic concepts such as shape matching and spatial awareness while having fun, and at the same time, they can improve their hand-eye coordination and fine motor skills. This is of great significance for children's early education and development.

[0022] Furthermore: the second stacking component includes:

[0023] The second column has a circular cross-section;

[0024] The second stacked piece has a second through hole in its center for the second column to pass through;

[0025] The second guiding interaction structure includes two sets of second protruding rods disposed on the second column and a second mating groove disposed on the second stacked plate, wherein the second mating groove is connected to the second through hole;

[0026] The two sets of second protruding rods are arranged at intervals, with one second protruding rod in the upper part and two second protruding rods in the lower part, and the included angle between the two second protruding rods is 90°.

[0027] The second pillar is similar to the first pillar and also has a circular cross-section, serving as a support structure for stacking. The second stacking pieces are another key element in the stacking toy. Each stacking piece has a second through-hole at its center, allowing it to pass through the second pillar and be stacked on top of it. The second guiding interaction structure includes two sets of second protrusions on the second pillar, spaced vertically. The upper set has one second protrusion, while the lower set has two, with the included angle between the two protrusions being 90°. Simultaneously, the second stacking pieces have second mating grooves communicating with the second through-holes; the shape and position of these grooves match the second protrusions.

[0028] When stacking, it's crucial to ensure that not only does the second mating groove of the second stacking piece align with the upper second protrusion, but it also aligns with the two lower second protrusions (with an included angle of 90°). This design significantly increases the difficulty and enjoyment of stacking, requiring children to observe and think more carefully during the process. The design of the second guiding interactive structure further complicates and challenges the stacking process. Children need to carefully observe the position and number of the second protrusions, as well as the shape and position of the second mating groove, to ensure the correct placement of the stacking pieces. This design helps develop children's observation and logical thinking skills.

[0029] Furthermore, the third stacking component includes:

[0030] The third column has a circular cross-section;

[0031] The third stacked piece has a third through hole in its center for the third column to pass through;

[0032] The third guiding interaction structure includes two sets of third protruding rods set on the third column and a third mating groove set on the third stacked plate, the third mating groove being connected to the third through hole;

[0033] The three sets of third protrusions are arranged at intervals, with two third protrusions at the top and two at an angle of 180° between them. The two sets of third protrusions at the bottom are also arranged at an angle of 180° between them. The angle between the two sets of third protrusions is 90°.

[0034] The third pillar, serving as the foundation for stacking, has a circular cross-section to ensure stability during stacking. The third stacking pieces are also a key component of the stacking toy. Each stacking piece has a third through-hole in its center, allowing it to pass through the third pillar and be stacked on top of it. The third guiding interactive structure includes two sets of third protrusions, located at the top and bottom of the third pillar, spaced apart. The upper set has two third protrusions at a 180° angle, while the lower set also has two, also at a 180° angle. The angle between the two sets of third protrusions is 90°, a design that significantly increases the difficulty and fun of stacking.

[0035] The complex design of the third stacking component requires children to carefully consider the position and orientation of each stack piece during the stacking process, which helps them better understand and grasp spatial relationships. Furthermore, because the stacking process requires precise matching of protrusions and grooves, children must carefully observe the details of each component, thus developing their observation and concentration skills. Faced with complex stacking challenges, children need to use logical thinking to plan the stacking steps and solve potential problems. This process helps cultivate their logical thinking and problem-solving abilities.

[0036] Furthermore, the fourth stacking component includes:

[0037] The fourth column has a circular cross-section;

[0038] The fourth stacked piece has a fourth through hole in its center for the fourth post to pass through;

[0039] The fourth guiding interaction structure includes two sets of fourth protruding rods disposed on the fourth column and a fourth mating groove disposed on the fourth stacked plate, the fourth mating groove communicating with the fourth through hole;

[0040] The four sets of fourth protrusions are arranged at intervals, with three fourth protrusions in the upper part and an angle of 120° between them. There are also three fourth protrusions in the lower part, with an angle of 120° between them. The angle between the two sets of third protrusions is 60°.

[0041] The fourth pillar, serving as the foundation for stacking, has a circular cross-section, effectively supporting the stacking pieces above. The fourth stacking pieces are a key component of the stacking toy. Each piece has a fourth through-hole at its center, allowing the fourth pillar to pass through and facilitate stacking. The fourth guiding interaction structure includes two sets of fourth protrusions, positioned at the top and bottom of the fourth pillar, spaced apart. The upper set has three protrusions at a 120° angle, as do the lower set. The angle between the upper and lower sets of protrusions is 60°, significantly increasing the difficulty and enjoyment of stacking.

[0042] In this application, each stack piece has a specific matching relationship with its corresponding post, which means that the fourth stack piece can only be perfectly stacked on the fourth post and cannot be stacked on other posts. This design not only increases the challenge of stacking, but also ensures the uniqueness and playability of each stack component.

[0043] By attempting to match the stacking pieces with the protrusions on the pillars, children can better understand and grasp spatial relationships, thereby enhancing their spatial cognitive abilities. Because the stacking process requires precise matching of the protrusions and grooves, children must carefully observe the details of each component, which helps improve their observation and concentration skills. Each stacking piece has a specific matching relationship with its corresponding pillar; this design ensures the uniqueness and playability of each stacking component, providing children with a richer stacking experience.

[0044] Furthermore, the first, second, third, and fourth pillars are all composed of an internal metal rod and a wooden layer wrapped around the metal rod, and the tops of the first, second, third, and fourth pillars are all rounded.

[0045] Each post consists of an inner metal rod and an outer layer of wood. The metal rod provides the necessary strength and stability, while the wood layer adds texture and aesthetics, while also providing extra protection and cushioning. Furthermore, the tops of all four posts—the first, second, third, and fourth—are sanded and rounded. This not only makes the posts look more rounded and attractive but, more importantly, reduces the risk of injury to children from accidental bumps or falls while playing.

[0046] Because the posts are covered with a wooden layer and have rounded corners at the top, the risk of skin scratches is greatly reduced even if children accidentally bump into them while playing. The wooden layer is typically made of environmentally friendly wood that has undergone rigorous screening and treatment, making it non-toxic, harmless, and safe for children's health. Meanwhile, the metal poles are also made of corrosion-resistant and rust-resistant materials, ensuring safety for long-term use.

[0047] The beneficial effects of this application are:

[0048] 1. The first, second, third, and fourth stacking components are all mounted on a base, featuring a unique interactive structure. This not only tests children's hands-on skills but also develops their logical thinking and problem-solving abilities.

[0049] 2. Each stacking component has a unique interactive structure, which not only increases the toy's fun and challenge but also allows children to learn and grow while playing. By designing different interactive structures, the toy requires children to think and judge during the stacking process, thereby developing their logical thinking skills.

[0050] 3. By manually stacking components, children can exercise their hand muscles and coordination, and improve their fine motor skills. Attached Figure Description

[0051] Figure 1 This is a schematic diagram of the structure of this utility model;

[0052] Figure 2 This is a structural schematic diagram from another perspective of this utility model.

[0053] The reference numerals in the figure are as follows: 100, base; 200, first stacking assembly; 210, first pillar; 220, first stacking piece; 221, first through hole; 230, first guide interaction structure; 231, first protrusion; 232, first mating groove; 300, second stacking assembly; 310, second pillar; 320, second stacking piece; 321, second through hole; 330, second guide interaction structure; 331, second protrusion; 332, second... 400, third stacking assembly; 410, third pillar; 420, third stacking piece; 421, third through hole; 430, third guide interaction structure; 431, third protrusion; 432, third mating groove; 500, fourth stacking assembly; 510, fourth pillar; 520, fourth stacking piece; 521, fourth through hole; 530, fourth guide interaction structure; 531, fourth protrusion; 532, fourth mating groove; 600, rounded corner. Detailed Implementation

[0054] The technical solutions of the embodiments of this application will be clearly described below with reference to the accompanying drawings. Obviously, the described embodiments are only some, not all, of the embodiments of this application. All other embodiments obtained by those skilled in the art based on the embodiments of this application are within the scope of protection of this application.

[0055] The terms "first," "second," etc., used in the specification and claims of this application are used to distinguish similar objects and not to describe a specific order or sequence. It should be understood that such use of data can be interchanged where appropriate so that embodiments of this application can be implemented in orders other than those illustrated or described herein, and the objects distinguished by "first," "second," etc., are generally of the same class and the number of objects is not limited; for example, a first object can be one or more. Furthermore, in the specification and claims, "and / or" indicates at least one of the connected objects, and the character " / " generally indicates that the preceding and following objects are in an "or" relationship.

[0056] The guided interactive stackable toy provided in this application will be described in detail below with reference to the accompanying drawings, through specific embodiments and application scenarios.

[0057] Example 1:

[0058] like Figure 1 and Figure 2 As shown, this application embodiment provides a guided interactive stackable toy, including:

[0059] Base 100;

[0060] The first stacking component 200 is disposed on the base 100;

[0061] The second stacking component 300 is disposed on the base 100;

[0062] The third stack component 400 is disposed on the base 100;

[0063] The fourth stacking component 500 is mounted on the base 100;

[0064] Each stacked component has an interaction structure, and each interaction structure is different.

[0065] In some embodiments of this application, such as Figure 1As shown, this is a guided interactive stackable toy. The base 100 serves as the supporting structure for the entire toy, ensuring the stacking components can be placed stably on it. The first stacking component 200, the second stacking component 300, the third stacking component 400, and the fourth stacking component 500 are all mounted on the base 100 and have unique interactive structures. This not only tests children's hands-on skills but also develops their logical thinking and problem-solving abilities. Each stacking component has a different interactive structure, which not only increases the toy's fun and challenge but also allows children to learn and grow continuously while playing. By designing different interactive structures, this toy requires children to think and judge during the stacking process, thereby developing their logical thinking skills. Simultaneously, by manipulating the stacking components, children can exercise their hand muscles and coordination, improving their fine motor skills.

[0066] Example 2:

[0067] This application provides a guided interactive stackable toy. In addition to the above-mentioned technical features, the guided interactive stackable toy of this application also includes the following technical features.

[0068] like Figure 1 and Figure 2 As shown, the first stacking component 200 includes:

[0069] The first column 210 has a circular cross-section;

[0070] The first stacked sheet 220 has a first through hole 221 at its center for the first column 210 to pass through;

[0071] The first guiding interaction structure 230 includes two first protruding rods 231 that are spaced apart vertically on the first column 210 and a first mating groove 232 that is disposed on the first stacked piece 220. The first mating groove 232 communicates with the first through hole 221.

[0072] The first stacking piece 220 is provided in multiple ways and can be stacked on the first column 210. The first stacking piece 220 can only be stacked on the first column 210 when the first protrusion 231 corresponds to the first mating groove 232.

[0073] In this embodiment, the first pillar 210 has a circular cross-section and serves as the basic support structure for stacking. The first stacking pieces 220 are one of the main elements constituting the stacking toy. Each stacking piece has a first through hole 221 at its center, through which the first pillar 210 passes. The first guiding interaction structure 230 includes two first protrusions 231, which are spaced vertically on the first pillar 210. Simultaneously, the first stacking pieces 220 have a first mating groove 232 communicating with the first through hole 221. The shape of this mating groove matches the first protrusions 231; only when the first protrusions 231 correspond to the first mating groove 232 can the first stacking pieces 220 be smoothly stacked onto the first pillar 210.

[0074] The design of the first guiding interactive structure 230 requires children to carefully observe and think during the stacking process to ensure that each first stack piece 220 is correctly stacked on the first pillar 210. Stacking cannot proceed if the corresponding pieces are not stacked correctly. This not only increases the difficulty and fun of stacking, but also trains children's observation and logical thinking skills, and helps to stimulate their creativity and imagination.

[0075] By playing with this stacking toy, children can learn basic concepts such as shape matching and spatial awareness while having fun, and at the same time, they can improve their hand-eye coordination and fine motor skills. This is of great significance for children's early education and development.

[0076] Example 3:

[0077] This application provides a guided interactive stackable toy. In addition to the above-mentioned technical features, the guided interactive stackable toy of this application also includes the following technical features.

[0078] like Figure 1 and Figure 2 As shown, the second stacking component 300 includes:

[0079] The second column 310 has a circular cross-section;

[0080] The second stacked piece 320 has a second through hole 321 at its center for the second column 310 to pass through;

[0081] The second guiding interaction structure 330 includes two sets of second protruding rods 331 disposed on the second column 310 and a second mating groove 332 disposed on the second stacked piece 320, wherein the second mating groove 332 is connected to the second through hole 321;

[0082] The two sets of second protrusions 331 are arranged at intervals, with one second protrusion 331 in the upper part and two second protrusions 331 in the lower part, and the included angle between the two second protrusions 331 is 90°.

[0083] In this embodiment, the second pillar 310 is similar to the first pillar 210 and also has a circular cross-section, serving as a support structure for stacking. The second stacking piece 320 is another key element constituting the stacking toy. Each stacking piece has a second through hole 321 at its center for passing through the second pillar 310 and stacking on it. The second guiding interaction structure 330 includes two sets of second protrusions 331 disposed on the second pillar 310, with these two sets of protrusions spaced vertically apart. The upper set has one second protrusion 331, while the lower set has two second protrusions 331, with the included angle between the two protrusions being 90°. Simultaneously, the second stacking piece 320 is provided with a second mating groove 332 communicating with the second through hole 321, the shape and position of which match the second protrusion 331.

[0084] When stacking, it is necessary to ensure that not only the second mating groove 332 of the second stacking piece 320 corresponds to the upper second protrusion 331, but also to the two lower second protrusions 331 (with an included angle of 90°). This design greatly increases the difficulty and fun of stacking, requiring children to observe and think more carefully during the stacking process. The design of the second guiding interactive structure 330 makes the stacking process more complex and challenging. Children need to carefully observe the position and number of the second protrusions 331, as well as the shape and position of the second mating groove 332, to ensure the correct placement of the stacking pieces. This design helps to develop children's observation and logical thinking abilities.

[0085] Example 4:

[0086] This application provides a guided interactive stackable toy. In addition to the above-mentioned technical features, the guided interactive stackable toy of this application also includes the following technical features.

[0087] like Figure 1 and Figure 2 As shown, the third stacking component 400 includes:

[0088] The third column, 410, has a circular cross-section;

[0089] The third stacked piece 420 has a third through hole 421 at its center for the third post 410 to pass through;

[0090] The third guiding interaction structure 430 includes two sets of third protruding rods 431 disposed on the third column 410 and a third mating groove 432 disposed on the third stacked piece 420, wherein the third mating groove 432 is connected to the third through hole 421;

[0091] The three sets of third protrusions 431 are arranged vertically and horizontally, with two third protrusions 431 in the upper part and an angle of 180° between them. There are also two third protrusions 431 in the lower part and an angle of 180° between them. The angle between the two sets of third protrusions 431 is 90°.

[0092] In this embodiment, the third pillar 410 serves as the foundation for stacking, and its circular cross-section ensures stability during stacking. The third stacking piece 420 is also a key component of the stacking toy. Each stacking piece has a third through hole 421 at its center, which allows it to pass through the third pillar 410 and be stacked on top of it. The third guiding interaction structure 430 includes two sets of third protrusions 431, which are respectively located on the upper and lower parts of the third pillar 410 and are arranged alternately. There are two third protrusions 431 on the upper part, with an included angle of 180° between them. Similarly, there are two third protrusions 431 on the lower part, with an included angle of 180° between them. The included angle between the upper and lower sets of third protrusions 431 is 90°. This design greatly increases the difficulty and fun of stacking.

[0093] The complex design of the third stacking component 400 requires children to carefully consider the position and orientation of each stacking piece during the stacking process, which helps them better understand and grasp spatial relationships. Furthermore, because the stacking process requires precise matching of protrusions and grooves, children must carefully observe the details of each component, thus developing their observation and concentration skills. Faced with complex stacking challenges, children need to use logical thinking to plan the stacking steps and solve potential problems. This process helps cultivate their logical thinking and problem-solving abilities.

[0094] Example 5:

[0095] This application provides a guided interactive stackable toy. In addition to the above-mentioned technical features, the guided interactive stackable toy of this application also includes the following technical features.

[0096] like Figure 1 and Figure 2 As shown, the fourth stack component 500 includes:

[0097] The fourth column, 510, has a circular cross-section;

[0098] The fourth stacked piece 520 has a fourth through hole 521 at its center for the fourth post 510 to pass through;

[0099] The fourth guiding interaction structure 530 includes two sets of fourth protruding rods 531 disposed on the fourth column 510 and a fourth mating groove 532 disposed on the fourth stacked piece 520, wherein the fourth mating groove 532 is connected to the fourth through hole 521;

[0100] Among them, two sets of fourth protrusions 531 are arranged vertically and horizontally, and the number of the upper fourth protrusions 531 is three and the included angle between them is 120°. The lower fourth protrusions 531 are also arranged with three and the included angle between them is 120°. The included angle between the upper and lower sets of third protrusions 431 is 60°.

[0101] In this embodiment, the fourth pillar 510 serves as the basic support for stacking, and its circular cross-section effectively supports the stacking pieces above. The fourth stacking piece 520 is a key component of the stacking toy. Each stacking piece has a fourth through hole 521 at its center for passing through the fourth pillar 510 and stacking. The fourth guiding interaction structure 530 includes two sets of fourth protrusions 531, which are respectively located on the upper and lower parts of the fourth pillar 510 and arranged at intervals. There are three fourth protrusions 531 in the upper part, with an included angle of 120° between them. Similarly, there are three fourth protrusions 531 in the lower part, with an included angle of 120° between them. At the same time, the included angle between the upper and lower sets of fourth protrusions 531 is 60°. This design greatly increases the difficulty and fun of stacking.

[0102] In this application, each stack piece has a specific matching relationship with its corresponding post, which means that the fourth stack piece 520 can only be perfectly stacked on the fourth post 510, and cannot be stacked on other posts. This design not only increases the challenge of stacking, but also ensures the uniqueness and playability of each stack component.

[0103] By attempting to match the stacking pieces with the protrusions on the pillars, children can better understand and grasp spatial relationships, thereby enhancing their spatial cognitive abilities. Because the stacking process requires precise matching of the protrusions and grooves, children must carefully observe the details of each component, which helps improve their observation and concentration skills. Each stacking piece has a specific matching relationship with its corresponding pillar; this design ensures the uniqueness and playability of each stacking component, providing children with a richer stacking experience.

[0104] Example 6:

[0105] This application provides a guided interactive stackable toy. In addition to the above-mentioned technical features, the guided interactive stackable toy of this application also includes the following technical features.

[0106] like Figure 1 and Figure 2As shown, the first column 210, the second column 310, the third column 410 and the fourth column 510 are all composed of an internal metal rod and a wooden layer wrapped around the metal rod, and the top of the first column 210, the second column 310, the third column 410 and the fourth column 510 are all provided with a rounded corner of 600.

[0107] In this embodiment, each post consists of an inner metal rod and a wooden layer surrounding the metal rod. The metal rod provides the necessary strength and stability, while the wooden layer adds texture and aesthetics, while also providing additional protection and cushioning. Furthermore, the tops of all posts—the first post 210, the second post 310, the third post 410, and the fourth post 510—are polished and rounded with a 60° bevel. This not only makes the posts appear more rounded and aesthetically pleasing but, more importantly, reduces the risk of injury to children from accidental collisions or falls while playing.

[0108] Because the posts are covered with a wooden layer and have rounded corners at the top (60°), the risk of skin scratches is greatly reduced even if children accidentally bump into them while playing. The wooden layer is typically made of environmentally friendly wood that has undergone rigorous screening and treatment; it is non-toxic, harmless, and safe for children's health. Meanwhile, the metal poles are also made of corrosion-resistant and rust-resistant materials, ensuring safety for long-term use.

[0109] It should be noted that, in this document, the terms "comprising," "including," or any other variations thereof are intended to cover non-exclusive inclusion, such that a process, method, article, or apparatus that comprises a list of elements includes not only those elements but also other elements not expressly listed, or elements inherent to such a process, method, article, or apparatus. Without further limitations, an element defined by the phrase "comprising one..." does not exclude the presence of other identical elements in the process, method, article, or apparatus that includes that element. Furthermore, it should be noted that the scope of the methods and apparatuses in the embodiments of this application is not limited to performing functions in the order shown or discussed, but may also include performing functions substantially simultaneously or in the reverse order, depending on the functions involved. For example, the described methods may be performed in a different order than described, and various steps may be added, omitted, or combined. Additionally, features described with reference to certain examples may be combined in other examples.

[0110] The embodiments of this application have been described above with reference to the accompanying drawings. However, this application is not limited to the specific embodiments described above. The specific embodiments described above are merely illustrative and not restrictive. Those skilled in the art can make many other forms under the guidance of this application without departing from the spirit and scope of the claims, and all of these forms are within the protection scope of this application.

Claims

1. A guided interactive stackable toy, characterized in that: include: Base (100); The first stacking assembly (200) is disposed on the base (100); A second stacking assembly (300) is disposed on the base (100); A third stacking assembly (400) is disposed on the base (100); A fourth stacking component (500) is disposed on the base (100); Each stacked component has an interaction structure, and each interaction structure is different.

2. The guided interactive stackable toy according to claim 1, characterized in that: The first stacking component (200) includes: The first column (210) has a circular cross-section; The first stacked piece (220) has a first through hole (221) at its center for the first post (210) to pass through; The first guiding interaction structure (230) includes two first protruding rods (231) spaced apart on the first column (210) and a first mating groove (232) disposed on the first stacked piece (220), the first mating groove (232) communicating with the first through hole (221); The first stacking piece (220) is provided in multiple ways and can be stacked on the first column (210). The first stacking piece (220) can only be stacked on the first column (210) when the first protrusion (231) corresponds to the first mating groove (232).

3. The guided interactive stackable toy according to claim 2, characterized in that: The second stacking component (300) includes: The second column (310) has a circular cross-section; The second stacked piece (320) has a second through hole (321) at its center for the second post (310) to pass through; The second guiding interaction structure (330) includes two sets of second protruding rods (331) disposed on the second column (310) and a second mating groove (332) disposed on the second stacked plate (320), wherein the second mating groove (332) is connected to the second through hole (321); Two sets of second protruding rods (331) are arranged at intervals, with one second protruding rod (331) on the upper part and two second protruding rods (331) on the lower part, and the included angle between the two second protruding rods (331) is 90°.

4. A guided interactive stackable toy according to claim 3, characterized in that: The third stacking component (400) includes: The third column (410) has a circular cross-section; The third stacked piece (420) has a third through hole (421) at its center for the third post (410) to pass through; The third guiding interaction structure (430) includes two sets of third protruding rods (431) disposed on the third column (410) and a third mating groove (432) disposed on the third stacked piece (420), the third mating groove (432) being connected to the third through hole (421); Among them, two sets of third protrusions (431) are arranged at intervals, and the number of the upper third protrusions (431) is two and the included angle between them is 180°. The lower third protrusions (431) are also arranged in two and the included angle between them is 180°. The included angle between the upper and lower sets of third protrusions (431) is 90°.

5. A guided interactive stackable toy according to claim 4, characterized in that: The fourth stacking component (500) includes: The fourth column (510) has a circular cross-section; The fourth stacked piece (520) has a fourth through hole (521) at its center for the fourth post (510) to pass through; The fourth guiding interaction structure (530) includes two sets of fourth protruding rods (531) disposed on the fourth column (510) and a fourth mating groove (532) disposed on the fourth stacked plate (520), the fourth mating groove (532) being connected to the fourth through hole (521); Among them, two sets of fourth protrusions (531) are arranged vertically and horizontally, and the number of the upper fourth protrusions (531) is three and the included angle between them is 120°. The lower fourth protrusions (531) are also arranged with three and the included angle between them is 120°. The included angle between the upper and lower sets of third protrusions (431) is 60°.

6. A guided interactive stackable toy according to claim 5, characterized in that: The first column (210), the second column (310), the third column (410) and the fourth column (510) are all composed of an internal metal rod and a wooden layer wrapped around the metal rod, and the top of the first column (210), the second column (310), the third column (410) and the fourth column (510) are all provided with rounded corners (600).

Images