Three-dimensional assembled toy

Abstract

The utility model relates to a three-dimensional assembled toy which comprises a machine head part, a machine body part and a machine tail part which are sequentially connected in an inserted mode, and braille alphabet marks are arranged on the machine head part, the machine body part and the machine tail part respectively. The machine head part, the machine body part and the machine tail part are sequentially connected in an inserted mode according to the braille alphabet identification sequence. The utility model has the beneficial effects that the toy belongs to a three-dimensional splicing toy, so that the visually-impaired children can have more entertainment, can feel the structure of the airplane and touch the shape of the airplane by splicing the airplane, and feel happy in splicing every time, so that the visually-impaired children can play games and learn by touching and assembling, and the interestingness of the visually-impaired children is improved. Gamification teaching is adopted in the toy, braille learning is assisted, and meanwhile operational ability and space cognition are promoted. Through playing, tactile sense and spatial awareness can be improved, braille learning is promoted, cognition is improved, self-confidence is cultivated, and interest in a mechanical structure is stimulated.

Description

Technical Field

[0001] This utility model relates to the field of children's toy technology, and in particular to a three-dimensional assembly toy. Background Technology

[0002] Currently, product design related to humanistic care in my country is in its initial stage, mainly focusing on medical devices for rehabilitation and treatment. Targeted products for the entertainment and learning needs of people with disabilities are still largely undeveloped. With economic development and increased societal attention to children with disabilities, designing toys for visually impaired children reflects both humanistic care and market demand. Existing methods to enhance the learning experience for visually impaired children, besides audiobooks, include Braille building blocks specifically designed for them. These blocks are primarily used to assist visually impaired children in learning Braille by stacking Braille letters to form simple words and sentences. However, because they rely on stacking blocks, they offer relatively little fun and creativity. The shapes of the stacked blocks lack tangible object recognition, preventing visually impaired children from fully engaging with the outside world. Furthermore, the small, square blocks with sharp edges are not ideal for visually impaired children and pose a certain degree of danger. They also fail to provide tactile experiences, limiting their ability to perceive and explore through touch. Utility Model Content

[0003] The technical problem to be solved by this utility model is to provide a three-dimensional assembly toy that is suitable for visually impaired children to play and learn through touch and assembly.

[0004] The technical solution of this utility model to solve the above-mentioned technical problems is as follows: A three-dimensional assembly toy includes: a head part, a body part and a tail part that are connected in sequence. Braille markings are provided on the head part, the body part and the tail part respectively. The head part, the body part and the tail part are connected in sequence according to the order of the Braille markings.

[0005] The beneficial effects of this invention are as follows: This toy belongs to the category of three-dimensional assembly toys, providing visually impaired children with more entertainment. By assembling an airplane, visually impaired children can experience the structure of an airplane, touch its shape, and feel joy through repeated assembly. It allows them to play and learn through touch and assembly. The toy uses gamified teaching to assist in Braille learning while promoting hands-on skills and spatial cognition. Playing with it enhances tactile and spatial awareness, promotes Braille learning, improves cognition, cultivates self-confidence, and stimulates interest in mechanical structures. It not only helps visually impaired children learn Braille in practice and enhances their spatial sense and tactile recognition abilities, but also ensures that all visually impaired children can use and enjoy the toy without barriers through Braille prompts and raised / recessed designs. It fills a gap in educational toys by combining entertainment and learning for visually impaired individuals through three-dimensional assembly toys, while also expressing humanistic care and a holistic design philosophy.

[0006] Based on the above technical solution, the present invention can be further improved as follows.

[0007] Furthermore, the nose section includes a propeller, a front cover, and a fairing. The front cover has a propeller mounting hole in the middle, and the propeller is inserted into the propeller mounting hole. The edge of the front cover opposite to the propeller is snapped to one side of the fairing.

[0008] The beneficial effects of adopting the above-mentioned further solution are as follows: by setting corresponding Braille labels for the propeller, front cover and fairing respectively, it is easy for visually impaired children to identify the installation sequence by touch so as to play and learn. The propeller is directly inserted into the propeller mounting hole on the front cover to connect with the front cover. The edge of the front cover is connected to the fairing by a snap. The propeller, front cover and fairing can be installed without additional small parts. The overall installation method is simple, easy for children to complete the installation independently, and safe and reliable.

[0009] Furthermore, the head section also includes a shaft and a piston, with one end of the propeller passing through the front cover and inserted into the shaft hole in the middle of the shaft, and the propeller being press-fitted into the shaft hole; the piston is fitted onto the outer wall of the shaft.

[0010] The beneficial effects of adopting the above-mentioned further solution are: the interference fit between the propeller and the shaft hole ensures the stability of the propeller during rotation, the piston provides additional support for the shaft, and also provides an installation base for the subsequent installation of the fuel tank.

[0011] Furthermore, the engine head section also includes: an oil tank, with multiple arc-shaped pieces extending from one side of the oil tank in a direction away from the oil tank. The multiple arc-shaped pieces are evenly arranged circumferentially along the outer side wall of the oil tank. The arc-shaped pieces are inserted into the arc-shaped opening of the piston from the end of the piston away from the front cover and are interference-fitted with the piston.

[0012] The beneficial effects of adopting the above-mentioned further solution are: the arc-shaped plate is inserted into the arc-shaped opening of the piston from the end of the piston away from the front cover and is interference-fitted with the piston, realizing a tight connection between the oil tank and the piston, increasing the connection strength between the oil tank and the piston, and at the same time, the installation is simple and convenient.

[0013] Furthermore, the rotating shaft, the piston, and the oil tank are all located inside the fairing.

[0014] The beneficial effects of adopting the above-mentioned further solutions are that the structure is more compact after installation, and it also improves the aesthetics of the toy itself.

[0015] Furthermore, the fuselage includes an upper fuselage and a lower fuselage, with the two arc-shaped ends of the upper fuselage respectively connected to the two arc-shaped ends of the lower fuselage via snap fasteners;

[0016] The front ends of the upper fuselage and the lower fuselage are fastened to the fairing at the end opposite to the front cover.

[0017] The advantages of adopting the above-mentioned further solution are: the upper and lower fuselage are connected by snap-fit, which achieves a tight and stable connection, simplifies the installation and disassembly process, eliminates the need for additional tools or complicated operating steps, and simplifies the splicing process of the head and fuselage parts, thus improving assembly efficiency.

[0018] Furthermore, the left wing and the right wing are symmetrically fastened to both sides of the lower fuselage.

[0019] The advantages of adopting the above-mentioned further solution are: the left and right wings are connected to the lower fuselage by a snap-fit ​​method, making installation simpler and more convenient.

[0020] Furthermore, the tail section includes an upper tail fin and a tail section, the upper tail fin being inserted into a groove at the upper end of the tail section, and the tail section with a relatively larger diameter being inserted into the rear end of the upper fuselage and the lower fuselage.

[0021] The advantages of adopting the above-mentioned further solutions are: the installation method of the tail to the upper and lower fuselage and the connection method of the upper tail fin buckle to the upper groove of the tail are simple, the overall transition after connection is smooth, and the appearance of the toy airplane is more smooth and beautiful.

[0022] Furthermore, a left tail fin and a right tail fin are symmetrically fastened to both sides of the tail section.

[0023] The advantages of adopting the above-mentioned further solution are: the left and right tail fins are connected to the tail of the aircraft by a snap-fit ​​method, making installation simpler and more convenient.

[0024] Furthermore, the outer surfaces of the propeller, the front cover, the fairing, the shaft, the piston, the fuel tank, the upper fuselage, the lower fuselage, the left wing, the right wing, the upper tail fin, the tail, the left tail fin, and the right tail fin are each provided with different Braille markings.

[0025] The beneficial effects of adopting the above-mentioned further solutions are: the setting of Braille markings provides visually impaired children with intuitive tactile guidance, enabling them to improve their tactile and spatial awareness through play. This not only helps visually impaired children learn Braille in practice and enhance their spatial sense and tactile recognition abilities, but also ensures that all visually impaired children can use and enjoy toys without barriers through Braille prompts and raised designs. Attached Figure Description

[0026] Figure 1 This is a perspective view of one embodiment of the present utility model;

[0027] Figure 2 This is an exploded view of one embodiment of the present invention.

[0028] The attached diagram lists the components represented by each number as follows:

[0029] 1. Propeller; 2. Front cover; 3. Fairing; 4. Shaft; 5. Piston; 6. Fuel tank; 7. Upper fuselage; 8. Lower fuselage; 9. Upper tail fin; 10. Tail; 11. Left wing; 12. Left tail fin. Detailed Implementation

[0030] The principles and features of this utility model are described below with reference to the accompanying drawings. The examples given are only for explaining this utility model and are not intended to limit the scope of this utility model.

[0031] like Figure 1-2 As shown, this utility model provides a three-dimensional assembly toy, including: a head section, a fuselage section, and a tail section that are sequentially inserted and connected, forming the shape of a toy airplane. The entire three-dimensional assembly toy allows children to enhance their tactile and spatial awareness while assembling and playing, stimulates their interest in mechanical structures, and also improves their hands-on skills and logical thinking abilities.

[0032] In some preferred embodiments, Braille markings are provided on each component in the head section, body section, and tail section, and the head section, body section, and tail section are connected sequentially according to the order of the Braille markings. The components in the head section, body section, and tail section are made of plastic material with good tactile feel and toughness. The parts are manufactured using 3D printing, sandblasting, and other processes, and then assembled into a complete three-dimensional puzzle toy using photopolymerization technology. The toy is designed with a multi-layered structure, with each layer having specific assembly methods and features. An instruction manual is provided to assist with assembly, and the manual is explained in both Braille and Chinese, allowing visually impaired children, teachers, parents, and sighted peers to interact with each other.

[0033] This toy is a 3D building block toy that provides visually impaired children with more entertainment. By assembling an airplane, visually impaired children can feel the structure of an airplane, touch its shape, and experience joy through repeated assembly. It allows them to learn through touch and assembly, employing gamified teaching to aid Braille learning while promoting fine motor skills and spatial awareness. Playing with it enhances tactile and spatial awareness, promotes Braille learning, improves cognition, builds self-confidence, and stimulates interest in mechanical structures. It not only helps visually impaired children learn Braille in practice and enhances their spatial and tactile recognition abilities, but also ensures that all visually impaired children can use and enjoy the toy without barriers through Braille prompts and raised / recessed designs. It fills a gap in educational toys by combining entertainment and learning for visually impaired individuals through 3D building blocks, while also expressing humanistic care and a holistic design philosophy. Furthermore, the design of 3D building blocks for visually impaired children must take their special needs into account. When visually impaired children engage in activities involving 3D puzzle toys, they need to rely on touch to perceive and understand spatial structures. Therefore, when designing toys, it is necessary to consider the characteristics of the materials, the clarity of the shapes, and the color of the patterns on visually impaired children, while also taking into account the simplicity and safety of the structure.

[0034] like Figure 1 As shown, in the preferred embodiment, the nose section includes: a propeller 1, a front cover 2, and a fairing 3, wherein the corresponding Braille markings on the propeller 1 are as follows: The corresponding Braille markings set on the front cover 2 are as follows The corresponding Braille markings on fairing 3 are as follows The front cover 2 has a propeller mounting hole in the middle, allowing the propeller 1 to be inserted into the propeller mounting hole to install the propeller 1 and the front cover 2. The part of the front cover 2 other than the propeller mounting hole can be hollowed out to enhance the aesthetics. The edge of the front cover 2 opposite to the propeller 1 is rounded, and this edge is directly snapped to one side of the fairing 3.

[0035] By setting corresponding Braille labels for propeller 1, front cover 2, and fairing 3, visually impaired children can easily identify the installation sequence by touch, thus playing and learning. Propeller 1 is directly inserted into the propeller mounting hole on front cover 2 to connect with front cover 2. The edge of front cover 2 is snapped together with fairing 3. Propeller 1, front cover 2, and fairing 3 can be installed without additional small parts. The overall installation method is simple, easy for children to complete independently, and safe and reliable.

[0036] like Figure 1-2 As shown, the machine head also includes: a rotating shaft 4 and a piston 5, wherein the corresponding Braille marking on the rotating shaft 4 is ·, and the corresponding Braille marking on the piston 5 is . The propeller 1 passes through the tail end of the front cover 2 and is inserted into the shaft hole in the middle of the shaft 4, where it is press-fitted. A piston 5 is fitted onto the outer wall of the shaft 4. As is expected, a shaft mounting hole is provided in the middle of the piston 5, which connects to the shaft 4, allowing the shaft 4 to be inserted into the mounting hole, thus achieving the installation of the shaft 4 and piston 5. The press-fit between the propeller 1 and the shaft hole ensures the stability of the propeller 1 during rotation, while the piston 5 provides additional support for the shaft 4 and also provides a mounting base for the subsequent installation of the fuel tank 6.

[0037] like Figure 1-2 As shown, the nose section also includes: a fuel tank 6, wherein the corresponding Braille markings on the fuel tank 6 are as follows: Multiple arc-shaped plates extend from the side of the oil tank 6 near the piston 5 away from the oil tank 6, and these arc-shaped plates are evenly distributed circumferentially along the outer wall of the oil tank 6. Correspondingly, multiple arc-shaped openings are evenly distributed circumferentially at the positions of the arc-shaped plates in the area between the piston 5's shaft mounting hole and the outer wall. The arc-shaped plates are inserted into the arc-shaped openings of the piston 5 from the end of the piston 5 away from the front cover 2 and are press-fitted with the piston 5, achieving a tight connection between the oil tank 6 and the piston 5, increasing the connection strength between the oil tank 6 and the piston 5, and making installation simple and convenient. After the shaft 4, piston 5, and oil tank 6 are installed, they are placed inside the fairing 3, making the structure more compact after installation, and also contributing to the aesthetics of the toy itself.

[0038] like Figure 1-2 As shown, in the preferred embodiment, the fuselage includes an upper fuselage 7 and a lower fuselage 8, wherein the corresponding Braille markings are provided on the upper fuselage 7. The corresponding Braille markings set on the lower fuselage 8 are as follows The upper fuselage 7 is the cockpit of the toy airplane, and the lower fuselage 8 is the belly of the toy airplane. Both the upper fuselage 7 and the lower fuselage 8 are thin-walled arc structures. The two ends of the arc shape of the upper fuselage 7 are respectively snapped to the two ends of the arc shape of the lower fuselage 8. In order to achieve the snap-fit ​​connection between the upper fuselage 7 and the lower fuselage 8, multiple slots can be opened on the two end faces of the lower fuselage 8 connecting to the upper fuselage 7. Correspondingly, multiple teeth can be provided on the two end faces of the upper fuselage 7 connecting to the lower fuselage 8. The teeth are inserted into the slots to achieve the connection between the upper fuselage 7 and the lower fuselage 8. Furthermore, arc-shaped connecting plates protrude from the front end of the upper fuselage 7 and the lower fuselage 8 near the fairing 3 and extend towards the fairing 3. The front ends of the upper fuselage 7 and the lower fuselage 8 are snapped to the end of the fairing 3 away from the front cover 2 through the arc-shaped connecting plates, realizing the splicing and installation of the nose and fuselage parts.

[0039] In this embodiment, the upper body 7 and the lower body 8 are connected by a snap-fit ​​mechanism of teeth and slots, achieving a tight and stable connection. This simplifies the installation and disassembly process, eliminating the need for additional tools or complex operating steps. The arc-shaped connecting plate connects the head section and the body section, simplifying the splicing process and improving assembly efficiency.

[0040] In this embodiment, as Figure 1-2 As shown, the left wing 11 and right wing are symmetrically fastened to both sides of the lower fuselage 8, with the right wing obscured and not shown in the figure; the left wing 11 and right wing are located near the lower part of the lower fuselage 8. The corresponding Braille markings on the left wing 11 are as follows. The corresponding Braille markings on the right wing are as follows In one feasible embodiment, a left wing connector and a right wing connector extend from both sides of the lower fuselage 8, respectively. The left wing 11 is snap-fitted to the left wing connector, and the right wing is snap-fitted to the right wing connector. The snap-fit ​​connection between the left wing 11 and the right wing and the lower fuselage 8 makes installation simpler and more convenient.

[0041] like Figure 1-2 As shown, in the preferred embodiment, the tail section includes: an upper tail fin 9 and a tail section 10, wherein the corresponding Braille markings on the upper tail fin 9 are as follows: The corresponding Braille markings set on the tail section 10 are as follows The longitudinal section of the tail 10 decreases from one end to the other. The end of the tail 10 with the relatively larger diameter is inserted into the rear end of the upper fuselage 7 and the lower fuselage 8, and the overall transition after connection is smooth and aesthetically pleasing. The upper tail fin 9 is inserted into the upper groove of the tail 10, and the central axis of the upper tail fin 9 is collinear with the axis of symmetry of the left wing 11 and the right wing. The installation method of the tail 10 with the upper fuselage 7 and the lower fuselage 8, as well as the connection method of the upper tail fin 9 being inserted into the upper groove of the tail 10, are both simple, and the overall transition after connection is smooth, making the toy airplane look more streamlined and beautiful.

[0042] In this embodiment, as Figure 1-2 As shown, a left tail fin 12 and a right tail fin are symmetrically fastened to both sides of the tail 10, with the right tail fin obscured and not shown in the figure. The left tail fin 12 and the right tail fin are positioned near the upper part of the tail 10. The corresponding Braille markings on the left tail fin 12 are as follows. The corresponding Braille markings on the right tail fin are as follows The left tail fin 12 and the right tail fin are connected to the tail fin 10 by a snap-fit ​​method, making installation simpler and more convenient.

[0043] In this embodiment, the outer surfaces of the propeller 1, front cover 2, fairing 3, shaft 4, piston 5, fuel tank 6, upper fuselage 7, lower fuselage 8, left wing 11, right wing, upper tail fin 9, tail fin 10, left tail fin 12, and right tail fin are each provided with different Braille markings, which can be installed sequentially according to the installation order in the instruction manual. It is conceivable that the Braille markings on the above components should be placed in easily touched and perceived locations, such as above each part, and should not be obstructed.

[0044] Among them, the parts and the Braille instructions Four symbols are used as special identifiers, representing the numbers one through four on a die; the remaining parts are labeled using Arabic numerals in Braille, arranged from smallest to largest according to the assembly order in the instruction manual, making it easier for visually impaired children to use the manual. The head, body, tail, and overall structural design are indicated by geometric shapes formed by dots.

[0045] Braille signage provides visually impaired children with intuitive tactile guidance, enabling them to improve their tactile and spatial awareness through play. It not only helps visually impaired children learn Braille in practice, enhancing their spatial awareness and tactile recognition abilities, but also ensures that all visually impaired children can use and enjoy toys without barriers through Braille prompts and raised designs. It is conceivable that when designing toys, the special needs of visually impaired children with 3D building blocks must be considered, taking into account the characteristics of materials, the clarity of shapes, and the impact of pattern colors on visually impaired children.

[0046] The specific operating steps are as follows:

[0047] 1. Open the box, first open the toy parts instruction booklet, touch the raised dots on the booklet to familiarize yourself with the name of each part, and check the quantity of parts.

[0048] 2. Empty all parts, with the Braille-engraved parts facing up. Then, take out the toy assembly instructions. Use your phone's NCF to lightly touch the chip on the cover and listen to the voice prompts for the specific operating steps. Open the first page of the instructions and, following the voice prompts, touch the Braille from left to right. Touch the corresponding Braille on each part according to the Braille symbols shown in the instructions. Insert the propeller 1 into the front cover 2. Then, clip the front cover 2 with the propeller 1 onto the fairing 3. Next, press the tail end of the propeller 1 inserted into the fairing 3 into the shaft 4. Fit the piston 5 onto the shaft 4. Finally, press the fuel tank 6 into the piston 5.

[0049] 3. After assembling the head section, set it aside. Then, continue to use the above method to snap the upper fuselage 7 and the lower fuselage 8 together to complete the assembly of the fuselage section.

[0050] 4. After assembling the fuselage, set it aside like the nose section. According to the Braille instructions, locate the upper tail fin 9 and the tail section 10 as described above. Insert the upper tail fin 9 into the groove at the top of the tail section 10 to complete the tail section.

[0051] 5. Arrange the three completed parts in the order specified in the instructions. Attach the head section to the front of the body section, and then attach the body section to the front of the tail section 10.

[0052] 6. First, with the assembled parts facing you, locate the left wing 11, right wing, left tail 12, and right tail 10 as described above. First, snap the left wing 11 and right wing into the grooves at both ends of the fuselage. Then, snap the left tail 12 and right tail 10 into the grooves on both sides of the tail 10. This completes the assembly. At this point, the assembly of the entire toy model is complete.

[0053] Although embodiments of the present invention have been shown and described above, it is understood that the above embodiments are exemplary and should not be construed as limiting the present invention. Those skilled in the art can make changes, modifications, substitutions and variations to the above embodiments within the scope of the present invention.

Claims

1. A three-dimensional assembly toy, characterized in that, include: The head section, body section, and tail section are sequentially connected and plugged in. Each of the head section, body section, and tail section is provided with Braille markings. The head section, body section, and tail section are sequentially connected and plugged in according to the order of the Braille markings.

2. The three-dimensional assembly toy according to claim 1, characterized in that, The head section includes a propeller (1), a front cover (2) and a fairing (3). The front cover (2) has a propeller mounting hole in the middle. The propeller (1) is inserted into the propeller mounting hole. The edge of the front cover (2) opposite to the propeller (1) is snapped to one side of the fairing (3).

3. The three-dimensional assembly toy according to claim 2, characterized in that, The head section also includes a shaft (4) and a piston (5). The propeller (1) passes through one end of the front cover (2) and is inserted into the shaft hole in the middle of the shaft (4) and is press-fitted with the shaft hole. The piston (5) is fitted on the outer wall of the shaft (4).

4. A three-dimensional assembly toy according to claim 3, characterized in that, The engine head also includes an oil tank (6), with multiple arc-shaped pieces extending from one side of the oil tank (6) in a direction away from the oil tank (6). The multiple arc-shaped pieces are evenly arranged circumferentially along the outer side wall of the oil tank (6). The arc-shaped pieces are inserted into the arc-shaped opening of the piston (5) from the end of the piston (5) away from the front cover (2) and are press-fitted with the piston (5).

5. A three-dimensional assembly toy according to claim 4, characterized in that, The rotating shaft (4), the piston (5), and the oil tank (6) are all located inside the fairing (3).

6. A three-dimensional assembly toy according to claim 4 or 5, characterized in that, The fuselage includes an upper fuselage (7) and a lower fuselage (8), with the two ends of the arc on the upper fuselage (7) respectively connected to the two ends of the arc on the lower fuselage (8); The front ends of the upper fuselage (7) and the lower fuselage (8) are fastened to the fairing (3) at the end opposite to the front cover (2).

7. A three-dimensional assembly toy according to claim 6, characterized in that, The lower fuselage (8) is symmetrically fitted with a left wing (11) and a right wing on both sides.

8. A three-dimensional assembly toy according to claim 7, characterized in that, The tail section includes an upper tail fin (9) and a tail (10). The upper tail fin (9) is inserted into the upper groove of the tail (10), and the tail (10) with a relatively large diameter end is inserted into the rear end of the upper fuselage (7) and the lower fuselage (8).

9. A three-dimensional assembly toy according to claim 8, characterized in that, The tail section (10) is symmetrically fitted with a left tail fin (12) and a right tail fin on both sides.

10. A three-dimensional assembly toy according to claim 9, characterized in that, The outer surfaces of the propeller (1), the front cover (2), the fairing (3), the shaft (4), the piston (5), the fuel tank (6), the upper fuselage (7), the lower fuselage (8), the left wing (11), the right wing, the upper tail fin (9), the tail (10), the left tail fin (12), and the right tail fin are respectively provided with different Braille markings.

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