Children cognitive educational toy

Abstract

The utility model relates to the technical field of educational toys for children, and discloses a cognitive educational toy for children, which comprises a shell, a groove is arranged in the shell, a drawer is slidably connected in the shell, a partition plate is fixedly connected in the drawer, jigsaw blocks are arranged in the drawer, splicing components are arranged on the side walls of the jigsaw blocks, and the splicing components are arranged on the side walls of the jigsaw blocks. A fixing assembly is arranged in the drawer; each splicing assembly comprises a first clamping block, the first clamping blocks are fixedly connected to the side walls of the jigsaw blocks, clamping grooves are formed in the jigsaw blocks, and first magnetic attraction blocks are fixedly connected to the interiors of the jigsaw blocks. According to the jigsaw puzzle, the grooves of different shapes are formed in the shell, the first clamping blocks slide into the clamping grooves of other jigsaw puzzle blocks, the first magnetic attraction blocks and the second magnetic attraction blocks are matched for fixing, and then patterns of different shapes corresponding to the shapes of the grooves are formed, so that the visual cognition of children on different shapes is improved, and the interestingness of children is improved. Through the structure, the spatial imagination and spatial reasoning ability of children can be cultivated.

Description

Technical Field

[0001] This utility model relates to the field of children's educational toys, and in particular to a children's cognitive educational toy. Background Technology

[0002] Children's cognitive and educational toys, as important partners in early childhood development, play an irreplaceable role in stimulating children's potential and promoting cognitive development. With the continuous updating of educational philosophies, parents and educators are increasingly emphasizing helping children develop multiple abilities through play and learning. This has led to a sustained increase in demand for children's cognitive and educational toys, with rising requirements for innovation and functionality, creating an urgent need for more novel and effective designs to meet the needs of children's all-round development.

[0003] Currently, there are various forms of cognitive and educational toys for children on the market. Simple jigsaw puzzles often use pieces of different shapes, which are assembled by matching their edges. The principle is based on children's initial recognition of shapes, allowing them to become familiar with shape characteristics during the matching process. Another common type of toy is building blocks, which rely on the friction between the blocks for stacking and combining. Children construct spatial shapes during the building process, thus developing an initial understanding of spatial concepts. These traditional toys, to some extent, contribute to children's cognitive development.

[0004] Children's cognitive puzzle toys often have a limited range of gameplay, mainly consisting of placing puzzle pieces of fixed shapes into corresponding slots. This simple approach only allows children to develop a basic understanding of shapes, lacking depth and fun. Long-term use of such toys can easily bore children and fail to fully motivate them and stimulate their desire to explore. Therefore, this paper proposes a children's cognitive puzzle toy to address these issues. Utility Model Content

[0005] To overcome the above shortcomings, this utility model provides a children's cognitive and educational toy, which aims to improve the existing technology where the gameplay is relatively simple, only requiring children to put puzzle pieces into corresponding grooves to improve their cognitive ability of shapes, resulting in low fun. In addition, the puzzle pieces cannot be fixed together, and they are easily scattered when touched after the puzzle is completed.

[0006] To achieve the above objectives, the present invention adopts the following technical solution:

[0007] A children's cognitive and educational toy includes a shell with a groove inside, a drawer slidably connected inside the shell, a partition fixedly connected inside the drawer, puzzle pieces inside the drawer, splicing components on the side walls of the puzzle pieces, and fixing components inside the drawer.

[0008] The splicing component includes a first card block, which is fixedly connected to the side wall of the puzzle piece. The puzzle piece has a slot inside, and a magnetic block is fixedly connected inside the puzzle piece. A second magnetic block is fixedly connected inside the first card block.

[0009] As a further description of the above technical solution:

[0010] The fixing component includes a spring, a fixing block, and a second locking block. The fixing block is slidably connected inside the drawer, the second locking block is fixedly connected to the side wall of the fixing block, and the spring is disposed inside the drawer.

[0011] As a further description of the above technical solution:

[0012] The card block is slidably connected to the inside of the card slot on one side wall, and the magnetic block one attracts the magnetic block two;

[0013] As a further description of the above technical solution:

[0014] The drawer is rotatably connected to a rotating handle, and a fixed plate is fixedly connected to the side wall of the rotating handle.

[0015] As a further description of the above technical solution:

[0016] The side wall of the fixed plate is rotatably connected to a connecting strip, and the connecting strip is slidably connected inside the drawer;

[0017] As a further description of the above technical solution:

[0018] A connecting block is fixedly connected to the side wall of the fixed block, and one end of the connecting strip is rotatably connected to the side wall of the connecting block.

[0019] As a further description of the above technical solution:

[0020] The drawer is fixedly connected to a fixed base, one end of the spring is fixedly connected to the side wall of the fixed base, and the other end of the spring is fixedly connected to the side wall of the fixed block.

[0021] As a further description of the above technical solution:

[0022] The two side walls of the card block are slidably connected to the inside of the drawer, and the two side walls of the card block are slidably connected to the inside of the housing.

[0023] This utility model has the following beneficial effects:

[0024] 1. In this utility model, by opening grooves of different shapes on the shell, a card block is slid into the slot of other puzzle pieces, and then fixed by the cooperation of magnetic block one and magnetic block two, thereby forming different shapes of graphics corresponding to the groove shapes. This improves children's visual cognition and differentiation ability of different shapes, and solves the problem that some children's cognitive puzzle toys have a relatively simple way of playing, which is just to put puzzle pieces into the corresponding grooves to improve children's graphic cognition ability, which has low fun. At the same time, the puzzle pieces cannot be fixed together, and they are easily scattered when touched after the puzzle is completed. The above structure helps to cultivate children's spatial imagination and spatial reasoning ability.

[0025] 2. In this utility model, by rotating the handle, the fixed plate is rotated, the connecting strip rotates, and the fixed block is pulled by the connecting block to slide and squeeze the spring, so that the second locking block slides. When the drawer is completely slid into the shell, the handle is released, and the spring force pushes the second locking block into the shell, achieving a fixing effect and preventing the drawer from being accidentally opened when not in use, which would cause the puzzle pieces inside to fall out and be lost. Attached Figure Description

[0026] Figure 1 This is a three-dimensional schematic diagram of a children's cognitive and educational toy proposed in this utility model;

[0027] Figure 2 This is a schematic diagram of the drawer structure of a children's cognitive and educational toy proposed in this utility model;

[0028] Figure 3 This is a schematic diagram of the front structure of a puzzle piece in a children's cognitive and educational toy proposed in this utility model;

[0029] Figure 4 This is a schematic diagram of the structure on the back of a puzzle piece in a children's cognitive and educational toy proposed in this utility model;

[0030] Figure 5 This is a schematic diagram of the internal structure of a drawer in a children's cognitive and educational toy proposed in this utility model;

[0031] Figure 6 for Figure 5 Enlarged view of point A in the middle.

[0032] Legend:

[0033] 1. Shell; 2. Groove; 3. Drawer; 4. Divider; 5. Puzzle piece; 6. Card slot; 7. Magnetic block one; 8. Card block one; 9. Magnetic block two; 10. Rotating handle; 11. Fixing plate; 12. Connecting strip; 13. Fixing base; 14. Spring; 15. Fixing block; 16. Card block two; 17. Connecting block. Detailed Implementation

[0034] The technical solutions of the present utility model will be clearly and completely described below with reference to the accompanying drawings of the embodiments. Obviously, the described embodiments are only some embodiments of the present utility model, and not all embodiments. Based on the embodiments of the present utility model, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the protection scope of the present utility model.

[0035] Reference Figures 1-4 This utility model provides an embodiment of a children's cognitive and educational toy, including a shell 1. The shell 1 has a groove 2 inside, the shape of which corresponds to the shape of a graphic formed by assembling puzzle pieces 5. A drawer 3 is slidably connected inside the shell 1, and a partition 4 is fixedly connected inside the drawer 3. The partition 4 rationally divides the internal space of the drawer 3, allowing puzzle pieces 5 of different shapes, colors, or types to be stored separately, avoiding chaotic accumulation. Puzzle pieces 5 are arranged inside the drawer 3, and splicing components are arranged on the side walls of the puzzle pieces 5. A fixing component is also arranged inside the drawer 3. The splicing component includes a first locking block 8, which is fixedly connected to the side wall of the puzzle piece 5. A slot 6 is provided inside the puzzle piece 5. A first magnetic block 7 is fixedly connected inside the puzzle piece 5, and a second magnetic block 9 is fixedly connected inside the first locking block 8. The side wall of the first locking block 8 is slidably connected inside the slot 6. The first magnetic block 7 and the second magnetic block 9 attract each other, ensuring a tight connection between the puzzle pieces 5 and preventing separation.

[0036] When assembling the puzzle, the child picks up a puzzle piece 5. The size of the first piece 8 on puzzle piece 5 matches the slot 6 of another puzzle piece 5. As the side wall of the first piece 8 slides along the inside of the slot 6, the puzzle pieces 5 are initially positioned together. This allows the child to more intuitively experience the shape matching process, thereby deepening their understanding of the geometric features of different shaped puzzle pieces 5 and exercising their shape recognition ability. At the same time, the magnetic block 7 fixed inside puzzle piece 5 and the magnetic block 9 fixed inside the first piece 8 attract each other. As the first piece 8 slides into the slot 6, the magnetic force further stabilizes the assembly. Due to the presence of the magnetism, the puzzle pieces 5 are more tightly connected, even if the child... Even with slight shaking or external force applied during operation, the assembled parts are not easily separated, ensuring the stability of the puzzle and allowing children to maintain focus on creating the puzzle. Through repeated practice, children need to consider the shape of puzzle piece 5, the matching position of card 8 with slot 6, and the effect of magnetism. This series of thinking and manipulations greatly enhances their spatial reasoning abilities. By continuously trying different assembly sequences and angles of puzzle piece 5, children ultimately assemble a shape corresponding to the shape of groove 2 in the shell 1. The entire process also fully develops their fine motor skills, making their hand movements more coordinated and flexible.

[0037] Reference Figures 5-6 The fixing components include a spring 14, a fixing block 15, and a second locking block 16. The fixing block 15 is slidably connected inside the drawer 3, and the second locking block 16 is fixedly connected to the side wall of the fixing block 15. The design shape and size of the second locking block 16 are adapted to the structure of the drawer 3 and the shell 1. The spring 14 is located inside the drawer 3. A rotating handle 10 is rotatably connected inside the drawer 3. A fixing plate 11 is fixedly connected to the side wall of the rotating handle 10. A connecting strip 12 is rotatably connected to the side wall of the fixing plate 11. The connecting strip 12 is slidably connected inside the drawer 3. During the sliding process, the strip 12 plays the role of transmitting power, pushing the fixed block 15 connected to it to slide inside the drawer 3. The side wall of the fixed block 15 is fixedly connected to the connecting block 17. One end of the connecting strip 12 is rotatably connected to the side wall of the connecting block 17. The inside of the drawer 3 is fixedly connected to the fixed seat 13. One end of the spring 14 is fixedly connected to the side wall of the fixed seat 13, and the other end of the spring 14 is fixedly connected to the side wall of the fixed block 15. The side wall of the second latch 16 is slidably connected to the inside of the drawer 3, and the side wall of the second latch 16 is slidably connected to the inside of the housing 1.

[0038] After puzzle piece 5 is placed in drawer 3, turn handle 10 to rotate the fixing plate 11. As the fixing plate 11 rotates, it drives the connecting strip 12. Since one end of the connecting strip 12 is rotatably connected to the fixing plate 11 and the other end is rotatably connected to the connecting block 17 on the side wall of the fixing block 15, the circular motion of the fixing plate 11 is converted into linear sliding of the connecting strip 12 inside the drawer 3. During this sliding motion, the connecting strip 12 pushes the fixing block 15 to slide within the drawer 3. Simultaneously, the fixing block 15 compresses the spring 14 as it slides. When an external force pushes the fixing block 15, the spring 14 is compressed. Storing elastic potential energy, as the fixed block 15 slides, the second locking block 16 slides into the drawer 3. When the drawer 3 is completely slid into the housing 1, the turn handle 10 is released. At this time, the spring 14 begins to play its role in releasing stored energy. The spring 14 rebounds, and the elastic force generated pushes the fixed block 15 back to its original position, thereby causing the second locking block 16 to lock into the housing 1. After the second locking block 16 is successfully locked into the housing 1, the drawer 3 is effectively fixed, preventing the drawer 3 from being accidentally opened during daily placement and movement of toys, reducing the risk of losing puzzle pieces 5, ensuring the integrity of toy parts, and making it convenient for children to use the toy completely the next time they play.

[0039] Working principle: When assembling the puzzle, the child picks up a puzzle piece 5 and aligns its locking piece 8 with the slot 6 of another puzzle piece 5. The side wall of locking piece 8 can slide inside the slot 6, completing the initial assembly and positioning. Due to the mutual attraction between magnetic block 7 and magnetic block 9, the magnetic force further stabilizes the assembly as locking piece 8 slides into the slot 6, making the connection between the puzzle pieces 5 tighter and less likely to separate due to slight shaking or external force during the child's operation. By repeatedly performing this operation, the child can use the puzzle pieces 5 to assemble a shape corresponding to the shape of the groove 2 in the housing 1, thus exercising their shape recognition, spatial thinking, and fine motor skills. When puzzle piece 5 is placed... After opening drawer 3, turn the handle 10, and the fixing plate 11 will rotate accordingly. When the fixing plate 11 rotates, it will drive the connecting strip 12 to move. The connecting strip 12 will slide inside the drawer 3. The other end of the connecting strip 12 will be rotatably connected to the connecting block 17 on the side wall of the fixing block 15, thereby pushing the fixing block 15 to slide inside the drawer 3 and squeezing the spring 14. As the fixing block 15 slides, the second locking block 16 will slide into the drawer 3. When the drawer 3 is completely slid into the housing 1, release the handle 10, so that the spring 14 will rebound and push the second locking block 16 to lock inside the housing 1, thereby fixing the drawer 3 and preventing the drawer 3 from being opened accidentally, which would cause the puzzle pieces 5 inside to fall out and be lost.

[0040] Finally, it should be noted that the above description is only a preferred embodiment of the present utility model and is not intended to limit the present utility model. Although the present utility model has been described in detail with reference to the foregoing embodiments, those skilled in the art can still modify the technical solutions described in the foregoing embodiments or make equivalent substitutions for some of the technical features. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of the present utility model should be included within the protection scope of the present utility model.

Claims

1. A children's cognitive and educational toy, comprising a shell (1), characterized in that: The housing (1) has a groove (2) inside, a drawer (3) is slidably connected inside the housing (1), a partition (4) is fixedly connected inside the drawer (3), a puzzle piece (5) is provided inside the drawer (3), a splicing component is provided on the side wall of the puzzle piece (5), and a fixing component is provided inside the drawer (3). The splicing assembly includes a first card block (8), which is fixedly connected to the side wall of the puzzle piece (5). The puzzle piece (5) has a card slot (6) inside. A magnetic block (7) is fixedly connected inside the puzzle piece (5), and a magnetic block (9) is fixedly connected inside the first card block (8).

2. The children's cognitive and educational toy according to claim 1, characterized in that: The fixing component includes a spring (14), a fixing block (15), and a second locking block (16). The fixing block (15) is slidably connected inside the drawer (3), the second locking block (16) is fixedly connected to the side wall of the fixing block (15), and the spring (14) is disposed inside the drawer (3).

3. The children's cognitive and educational toy according to claim 1, characterized in that: The side wall of the first card block (8) is slidably connected inside the card slot (6), and the first magnetic block (7) attracts the second magnetic block (9).

4. The children's cognitive and educational toy according to claim 2, characterized in that: The drawer (3) is rotatably connected to a rotating handle (10), and a fixed plate (11) is fixedly connected to the side wall of the rotating handle (10).

5. A children's cognitive and educational toy according to claim 4, characterized in that: The side wall of the fixed plate (11) is rotatably connected to a connecting strip (12), and the connecting strip (12) is slidably connected inside the drawer (3).

6. A children's cognitive and educational toy according to claim 5, characterized in that: The side wall of the fixed block (15) is fixedly connected to the connecting block (17), and one end of the connecting strip (12) is rotatably connected to the side wall of the connecting block (17).

7. A children's cognitive and educational toy according to claim 6, characterized in that: The drawer (3) is fixedly connected to a fixed base (13), one end of the spring (14) is fixedly connected to the side wall of the fixed base (13), and the other end of the spring (14) is fixedly connected to the side wall of the fixed block (15).

8. A children's cognitive and educational toy according to claim 2, characterized in that: The second card block (16) is slidably connected to the inside of the drawer (3) and the side wall of the second card block (16) is slidably connected to the inside of the housing (1).

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