Child learning chopsticks

Abstract

The application provides a child learning chopstick, comprising a first chopstick body, a second chopstick body and a connecting piece, the top ends of the first chopstick body and the second chopstick body are connected with the connecting piece and can rotate towards or away from each other around the connecting piece, and a web space supporting plate is detachably connected with the connecting piece through a suction cup, so that the web space supporting plate can flexibly rotate relative to the connecting piece. By adopting the above technical scheme, the web space supporting plate is stably and detachably connected with the connecting piece through the suction cup, the web space supporting plate can flexibly rotate relative to the connecting piece through the suction cup connection, and the rotation can be automatically adjusted in angle according to the action of the child's hand, can accurately adapt to the difference in force habit of different children, can keep the web space of the child in a comfortable contact state at all times, can reduce the restraint and discomfort caused by the traditional fixed structure, and can meet the use requirements of different age groups, improve the user experience, and help the child master the chopstick skill.

Description

[Technical Field]

[0001] This utility model relates to the field of daily necessities technology, and in particular to a set of chopsticks for children's learning. [Background Technology]

[0002] In the current children's tableware market, children's learning chopsticks have emerged to help young children master the important life skill of using chopsticks, and most of them are equipped with a thumb-and-shoulder support. The original intention of the thumb-and-shoulder support is to provide effective grip support for young children, helping them to better control the chopsticks and thus reducing the difficulty of learning. However, there are many problems that urgently need to be solved in the design and application of the thumb-and-shoulder support in existing children's learning chopsticks.

[0003] Currently, most children's training chopsticks on the market use a snap-on connection for the thumb support. While this method is relatively convenient during installation, after a period of use, when children no longer need the thumb support, removing it leaves noticeable snap marks on the chopsticks. These marks not only detract from the overall appearance of the chopsticks but may also affect their smoothness, leading to a less pleasant tactile experience for children and potentially causing discomfort due to the uneven texture.

[0004] Furthermore, from a structural perspective, existing chopstick rests are mostly fixedly connected to the chopsticks, lacking adjustable flexibility. The age range of young children is quite wide, from around 2 years old when they begin to try using chopsticks to around 6 years old when they gradually become proficient. During this period, the size, strength, and fine motor control of a child's hands continue to develop and change. Children of different ages exhibit significant differences in palm width, finger length, and grasping habits. Fixed chopstick rests cannot adjust to the growth and development of a child's hands, making them unsuitable for the actual needs of children of different ages. In addition, fixed chopstick rests cannot adaptively adjust to different children's hand movements and force application methods during use, causing discomfort and potentially leading to a resistance to using chopsticks due to prolonged discomfort, further impacting their enthusiasm and effectiveness in learning to use chopsticks. [Utility Model Content]

[0005] To address the problem that existing children's learning chopsticks use clips to fix the tiger's mouth (the area between the thumb and forefinger) in a way that prevents adjustment based on children's usage habits, this invention proposes a new method for fixing the tiger's mouth support. The tiger's mouth support is fixed by a suction cup, allowing it to rotate flexibly relative to the chopsticks, thus adapting to different children's force application habits.

[0006] This application achieves this through the following means: This application provides a children's learning chopsticks, including a first chopstick body, a second chopstick body, and a connector. The top ends of the first chopstick body and the second chopstick body are respectively connected to the connector and can rotate around the connector in opposite directions. The connector is detachably connected to a thumb support via a suction cup, so that the thumb support can flexibly rotate relative to the connector.

[0007] Using the above technical solution, the tiger's mouth support forms a stable and detachable connection with the connector through a suction cup. The suction cup connection allows the tiger's mouth support to rotate flexibly relative to the connector, and this rotation can adaptively adjust the angle according to the child's hand movements. It can accurately adapt to the differences in the force exertion habits of different children, so that the child's tiger's mouth is always in a comfortable contact state, reducing the sense of restraint and discomfort caused by traditional fixed structures. This meets the usage needs of different age groups, improves the user experience, and helps children master the skills of using chopsticks.

[0008] Preferably, the suction cup is disposed on the tiger's mouth support, and the outer shell of the connector is provided with a smooth surface, and the suction cup is adsorbed onto the smooth surface.

[0009] Using the above technical solution, the suction cup is mounted on the tiger's mouth support, and its adhesion to the connector is achieved solely through the suction cup's adsorption force. Disassembly requires only external force to detach the suction cup from the connector, and the surface of the connector remains smooth and flat without any connection marks after disassembly, effectively ensuring the overall aesthetics of the children's learning chopsticks and maintaining a good appearance at different stages of use. Furthermore, by providing a smooth surface on the connector, the problem of incomplete air expulsion caused by gaps between the suction cup and the connector is avoided, thus effectively enhancing the suction cup's adsorption strength.

[0010] Preferably, the outer periphery of the connector's housing is provided with a rough surface.

[0011] Using the above technical solution, the outer periphery of the connector housing has a rough surface, forming a clear boundary line between the smooth and rough surfaces. This boundary line provides a visual cue to the user, guiding them to accurately attach the suction cup to the smooth surface. This effectively limits the suction cup's attachment position, preventing inaccurate posture correction due to misalignment of the suction cup during installation, thus ensuring effective use and improving the user experience.

[0012] Preferably, the tiger's mouth support is made of silicone.

[0013] Using the above technical solution, the thumb support is made of silicone, which is inherently soft. On the one hand, silicone is skin-friendly and can effectively reduce the feeling of foreign objects during use, avoiding discomfort for children and improving comfort. On the other hand, the softness of silicone makes it easy to deform, allowing it to be adjusted to fit the child's grip posture, thus better adapting to the child's force exertion habits and enhancing fit and convenience.

[0014] Preferably, the tiger's mouth support and the suction cup are integrally formed.

[0015] With the above structure, the thumb support and suction cup are integrally molded, forming an inseparable whole. This design eliminates the need for additional assembly structures such as screws and clips to connect the thumb support and suction cup, fundamentally simplifying the overall product structure and reducing the number of parts. Simultaneously, the integral molding structure avoids the risk of connection failure due to assembly gaps or loose parts, significantly improving the stability and reliability of the connection between the thumb support and suction cup, and better withstanding various external forces during use by children. Furthermore, this structure simplifies the production process, reduces assembly steps, helps improve production efficiency, lowers production costs, and avoids potential errors during assembly, ensuring product quality stability.

[0016] Preferably, the tiger's mouth support retracts towards the suction cup to form a connecting part between the tiger's mouth support and the suction cup.

[0017] Using the above technical solution, the side of the thumb support facing the suction cup contracts inward to form a connecting part. Its cross-sectional area is significantly smaller than that of the thumb support, forming a constricted neck structure. This significantly reduces the connection area between the two, providing the thumb support with space for small-amplitude movement relative to the suction cup, enabling flexible rotation. This constricted neck structure, while ensuring connection strength, gives the thumb support room to move, allowing it to adapt to children's force application habits through flexible rotation, better conforming to changes in hand posture, improving comfort. Furthermore, the structure is simple, facilitating cost control and ensuring reliability.

[0018] Preferably, the thickness of the suction cup gradually increases from the outer edge to the center.

[0019] Using the above technical solution, the suction cup thickness gradually decreases from the center to the edge, effectively improving adsorption performance: the thinner edge allows for easy deformation, ensuring a tight fit to the adsorption surface and facilitating smooth air expulsion to reduce residue; the thicker center enhances structural strength, guaranteeing support stability. Simultaneously, the thinner edge possesses good flexibility and deformability, adapting to subtle shape variations on the adsorption surface and reducing air leakage. This gradient structure balances air expulsion, strength, and adaptability, significantly improving adsorption reliability, preventing displacement of the suction cup, and ensuring reliable use.

[0020] Preferably, the children's learning chopsticks include multiple tiger-mouth supports of different sizes, and one of the tiger-mouth supports is installed on the connector.

[0021] Using the above technical solution, the children's learning chopsticks are equipped with multiple thumb and forefinger supports of different sizes, and one of these supports can be selectively installed on the connector. This design allows users to choose the appropriate thumb and forefinger support according to the actual size of the child's hand, ensuring a good fit between the support and the child's hand, effectively improving the comfort and convenience of use, and thus optimizing the overall user experience.

[0022] Preferably, the height of the suction cup is 2-5mm.

[0023] Using the above technical solution, the suction cup height is set to 2-5mm. This height range allows the suction cup to smoothly expel air during the adsorption process, avoiding obstruction of exhaust due to improper height.

[0024] Preferably, the thickness of the suction cup is 0.5-1.5 mm.

[0025] By adopting the above technical solution, the thickness of the suction cup is controlled between 0.5-1.5mm, which can balance the fit and shape stability. It will not be too thick, resulting in insufficient fit and unstable installation, nor too thin, resulting in easy deformation of the shape, thus ensuring the reliability of suction cup adsorption. [Attached Image Description]

[0026] Figure 1 A schematic diagram of the structure of the children's learning chopsticks of this application.

[0027] Figure 2 1. Exploded structural diagram of the children's learning chopsticks of this application.

[0028] Figure 3 A schematic diagram of the tiger's mouth support and suction cup of this application.

[0029] Figure 4 , Figure 3 Cross-sectional view of the tiger's mouth support and suction cup.

[0030] The meanings of the labels in the diagram are as follows: 1. Second chopstick body; 10. Gripping part; 11. Shaft hole; 2. First chopstick body; 3. Third fixing ring; 4. Second fixing ring; 5. First fixing ring; 6. Tiger mouth support; 7. Connecting piece; 71. First cover; 72. Second cover; 73. Rotating shaft; 8. Suction cup; 81. Connecting part; 9. Elastic element.

Detailed Implementation Methods

[0031] To more clearly illustrate the overall concept of this utility model, a detailed description will be provided below with reference to the accompanying drawings.

[0032] Many specific details are set forth in the following description in order to provide a full understanding of the present invention. However, the present invention may also be implemented in other ways different from those described herein. Therefore, the scope of protection of the present invention is not limited to the specific embodiments disclosed below.

[0033] Furthermore, it should be understood in the description of this utility model that the terms "top", "bottom", "inner", "outer", "axial", "radial", "circumferential", etc., indicate the orientation or positional relationship based on the orientation or positional relationship shown in the accompanying drawings. They are only for the convenience of describing this utility model and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation. Therefore, they should not be construed as limitations on this utility model.

[0034] In this utility model, unless otherwise explicitly specified and limited, the terms "installation," "connection," "linking," and "fixing," etc., should be interpreted broadly. For example, they can refer to a fixed connection, a detachable connection, or an integral part; they can refer to a mechanical connection, an electrical connection, or a communication connection; they can refer to a direct connection or an indirect connection through an intermediate medium; they can refer to the internal communication of two components or the interaction between two components. Those skilled in the art can understand the specific meaning of the above terms in this utility model according to the specific circumstances.

[0035] In this invention, unless otherwise expressly specified and limited, the first feature "on" or "below" the second feature may be in direct contact with the first and second features, or indirect contact through an intermediate medium. In the description of this specification, references to terms such as "implementation," "example," "aspect," or "specific example" indicate that a specific feature, structure, material, or characteristic described in connection with that embodiment or example is included in at least one embodiment or example of this invention. In this specification, the illustrative expressions of the above terms do not necessarily refer to the same embodiment or example. Furthermore, the specific features, structures, materials, or characteristics described may be combined in any suitable manner in one or more embodiments or examples.

[0036] This utility model discloses a children's learning chopsticks, such as Figure 1-4As shown, the specific structure is as follows: it includes a first chopstick body 2, a second chopstick body 1, and a connecting member 7. The top ends of the first chopstick body 2 and the second chopstick body 1 are respectively connected to the connecting member 7, and both can rotate around the connecting member 7 as a fulcrum. Through the above structural design, the first chopstick body 2 and the second chopstick body 1 can rotate towards or away from each other, thereby achieving the function of picking up food. It should be noted that, to ensure the safety of children, both the first chopstick body 2 and the second chopstick body 1 are made of food-grade materials. As a preferred option, food-grade PPSU (polyphenylsulfone resin) is specifically selected, as this material has excellent high-temperature resistance, impact resistance, and chemical stability, meeting the requirements for children's tableware.

[0037] Specifically, the connector 7 is equipped with a housing, which consists of a first cover 71 and a second cover 72. The first cover 71 and the second cover 72 can be connected by snap-fit ​​fastening or by ultrasonic welding to form an integral structure. After the two covers are closed together, an installation cavity for assembly is formed inside. At the same time, a through hole is formed by the first cover 71 alone, the second cover 72 alone, or by the first cover 71 and the second cover 72 together, allowing the top ends of the first chopstick 2 and the second chopstick 1 to pass through and extend into the installation cavity. Furthermore, the upper ends of the first chopstick 2 and the second chopstick 1 are both formed with shaft holes 11, and a rotating shaft 73 is integrally formed at the corresponding position of the installation cavity. The first chopstick 2 and the second chopstick 1 respectively cooperate with the rotating shaft 73 in the installation cavity through their own shaft holes 11 to achieve a rotatable assembly with the connector 7, thereby ensuring the stability and smoothness of the rotation of the two chopsticks around the rotating shaft 73.

[0038] In this application, the upper ends of the first chopstick body 2 and the second chopstick body 1 are respectively formed with a first meshing tooth and a second meshing tooth, which form a meshing relationship within the mounting cavity. When using chopsticks, the meshing transmission of the first meshing tooth and the second meshing tooth can strictly ensure the synchronicity of the movements of the first chopstick body 2 and the second chopstick body 1, thereby reducing the difficulty for children to control chopsticks and helping them quickly master the usage.

[0039] As a preferred embodiment, the first meshing tooth and the second meshing tooth are respectively arranged on the outer contour of the first chopstick body 2 and the second chopstick body 1. Their specific structure is formed by the outer contour of the chopstick body itself through concave processing or convex forming, which simplifies the processing technology and ensures the stability of the meshing transmission.

[0040] To assist children in learning to use chopsticks conveniently, the first chopstick body 2 is provided with a first fixing ring 5 and a second fixing ring 4 for limiting the index and middle fingers, and the second chopstick body 1 is provided with a third fixing ring 3 for limiting the thumb. When children use the children's learning chopsticks of this application, they insert their index and middle fingers into the first fixing ring 5 and the second fixing ring 4 respectively, and their thumb into the third fixing ring 3. Through the limiting effect of these three fixing rings, the children's chopstick-using posture can be effectively corrected, helping them to quickly master the use of chopsticks.

[0041] Furthermore, to further accelerate children's mastery of chopsticks skills, an elastic element 9 is provided between the first chopstick body 2 and the second chopstick body 1. This elastic element 9 ensures that the first chopstick body 2 and the second chopstick body 1 remain separated, thereby further guiding children to quickly become familiar with chopsticks. Preferably, the elastic element 9 can be made of materials such as springs or elastic silicone.

[0042] Understandably, for the sake of improving user comfort, the first fixing ring 5, the second fixing ring 4, and the third fixing ring 3 are detachably connected to the first chopstick body 2 and the second chopstick body 1, respectively, and all three are preferably made of food-grade silicone. Silicone has good flexibility and biocompatibility, which can reduce irritation to children's skin and further improve the user experience.

[0043] Since children are not yet proficient in using chopsticks, it is difficult for them to pick up small food particles such as peanuts. Therefore, the children's learning chopsticks of this application have a gripping part 10 at the lower end. The cross-sectional area of ​​the gripping part 10 is relatively large, which increases the contact area with the food and makes it easier to firmly grip small food particles. Furthermore, the surface of the gripping part 10 can be provided with a rough texture to increase the friction between the gripping part and the food, further reducing the difficulty for children to pick up food.

[0044] To further assist children in quickly mastering the use of chopsticks, the children's learning chopsticks of this application are also equipped with a tiger-mouth support 6. The tiger-mouth support 6 and the connector 7 are detachably connected by a suction cup 8, allowing the tiger-mouth support 6 to rotate flexibly relative to the connector 7.

[0045] In existing technologies, the thumb support 6 is typically fixed to the connector 7 via a buckle. Once fixed, the positions of the two cannot be adjusted, making it difficult to adapt to the different force exertion habits of children. In this application, the thumb support 6 forms a stable, detachable connection with the connector 7 via a suction cup 8. The suction cup 8 provides the thumb support 6 with the ability to flexibly rotate relative to the connector 7, allowing it to adaptively adjust its angle according to the child's hand movements. This precisely matches the differences in force exertion habits among children, ensuring that the child's thumb and forefinger are always in a comfortable contact state. This reduces the feeling of constraint and discomfort caused by traditional fixed structures, thereby meeting the usage needs of different age groups, improving the user experience, and helping children quickly master chopstick skills. Furthermore, it is understandable that due to the soft nature of the suction cup 8, after the thumb support 6 is installed on the connector 7, the softness of the suction cup 8 provides a basis for the flexible rotation of the thumb support 6 relative to the connector 7.

[0046] Understandably, the tiger's mouth support 6 and the connecting piece 7 are fixed together by a suction cup 8. The suction cup 8 can be set on the tiger's mouth support 6, on the connecting piece 7, or even separately from both. Preferably, the suction cup 8 is set on the tiger's mouth support 6. With this setting, when the child no longer needs the tiger's mouth support 6, it can be removed from the connecting piece 7, and the appearance of the connecting piece 7 can still remain intact and aesthetically pleasing, improving the user experience.

[0047] In a preferred embodiment, the suction cup 8 is disposed on the thumb-and-shoulder support 6, and the outer shell of the connector 7 has a smooth surface on which the suction cup 8 is adhered. During disassembly, only external force needs to be applied to detach the suction cup 8 from the connector 7, and after disassembly, the surface of the connector 7 has no connection marks, maintaining a smooth and flat surface, effectively ensuring the overall aesthetics of the children's learning chopsticks and ensuring a good appearance at different stages of use. Furthermore, by providing a smooth surface on the connector 7, the problem of incomplete air expulsion caused by gaps between the suction cup 8 and the connector 7 can be avoided, thereby effectively enhancing the adhesion of the suction cup 8.

[0048] Furthermore, the outer periphery of the smooth surface of the connector 7's outer shell is also provided with a rough surface, that is, the rough surface surrounds the smooth surface. In this way, a clear dividing line is formed between the smooth surface and the rough surface, which can provide a visual prompt to the user, guiding them to accurately attach the suction cup 8 to the smooth surface, effectively limiting the attachment position of the suction cup 8, avoiding inaccurate posture correction caused by the misalignment of the suction cup 8 during installation, ensuring the use effect, and improving the user experience.

[0049] In a preferred embodiment, the thumb support 6 is made of silicone, preferably silicone with a hardness of 40-50 HA. Due to the soft nature of silicone, on the one hand, it has good skin affinity, effectively reducing the feeling of foreign objects during use, avoiding discomfort for children, and improving comfort; on the other hand, the softness of silicone makes it easily deformable, allowing for adaptive shape adjustments according to the child's grip posture, better adapting to the child's force exertion habits, and enhancing fit and convenience.

[0050] Understandably, the tiger-mouth support 6 and suction cup 8 are preferably integrally molded. This design eliminates the need for additional assembly structures such as screws and clips to connect them, fundamentally simplifying the overall product structure and reducing the number of parts. Simultaneously, the integral molding structure avoids the risk of connection failure due to assembly gaps or loose parts, significantly improving the stability and reliability of the connection and better withstanding various external forces during use by children. Furthermore, this structure simplifies the production process, reduces assembly steps, helps improve production efficiency and reduce production costs, and avoids potential errors during assembly, ensuring the stability of product quality.

[0051] In the aforementioned design, the thumb support 6 retracts towards the suction cup 8 to form a connecting portion 81. This connecting portion 81 has a constricted structure compared to the thumb support 6 and suction cup 8, which significantly reduces the connection area and provides the thumb support 6 with space for small-amplitude movement relative to the suction cup 8, enabling flexible rotation. This constricted structure ensures connection strength while giving the thumb support 6 room to move, allowing it to adapt to children's force application habits through flexible rotation, better conforming to changes in hand posture, improving comfort, and also has a simple structure, which helps control costs and ensure reliability.

[0052] In this application, the thickness of the suction cup 8 gradually increases from the edge to the center. The thinner edge allows for easy deformation, enabling it to closely adhere to the adsorption surface and guide air out smoothly to reduce residue. The thicker center enhances structural strength and ensures support stability. Simultaneously, the thinner edge possesses good flexibility and deformability, adapting to subtle shape changes on the adsorption surface and reducing air leakage. This gradient structure balances air venting, strength, and adaptability, significantly improving adsorption reliability, preventing displacement of the gripper 6, and ensuring optimal performance.

[0053] In a preferred embodiment, the children's learning chopsticks are equipped with multiple thumb and forefinger supports 6 of different sizes, and one of the thumb and forefinger supports 6 is selectively installed on the connector 7. This arrangement allows the user to select a suitable thumb and forefinger support 6 according to the actual size of the child's hand, ensuring a good fit and effectively improving comfort and convenience during use, thus optimizing the overall user experience.

[0054] In this application, the height of the suction cup 8 is preferably 2-5mm. This height range facilitates the smooth exhaust of air during the suction process and avoids obstruction of exhaust due to improper height. Specifically, 2mm, 2.5mm, 3mm, 3.6mm, 4mm, 5mm, etc. can be selected.

[0055] In this application, the thickness of the suction cup 8 is preferably between 0.5-1.5mm. This thickness balances adhesion and shape stability, ensuring that it is neither too thick, resulting in insufficient adhesion and insecure installation, nor too thin, causing easy deformation, thus guaranteeing the reliability of the suction cup 8's adsorption. Specific thicknesses such as 0.5mm, 0.6mm, 0.7mm, 0.87mm, 1mm, 1.1mm, 1.2mm, 1.4mm, and 1.5mm can be selected.

[0056] The children's learning chopsticks in this application have three usage modes, as follows:

[0057] 1) Introductory Mode: The first fixing ring 5, the second fixing ring 4, and the third fixing ring 3 are installed on the first chopstick body 2 and the second chopstick body 1, respectively, and the thumb support 6 is installed on the connector 7. This mode is suitable for beginners. The first fixing ring 5 and the second fixing ring 4 guide the index and middle fingers, the third fixing ring 3 guides the thumb, and the thumb support 6 limits the position of the thumb, providing multi-faceted assistance for children to learn to use chopsticks.

[0058] 2) Advanced Mode: Remove the first fixing ring 5, the second fixing ring 4, and the third fixing ring 3 from the first chopstick body 2 and the second chopstick body 1, leaving the thumb support 6 attached to the connector 7. This mode is suitable for children who have just begun to master chopsticks. It removes the fixing rings that restrict the index finger, middle finger, and thumb, and only restricts the thumb through the thumb support 6, gradually reducing assistance and improving children's ability to use chopsticks independently.

[0059] 3) Proficiency Mode: The first fixing ring 5, the second fixing ring 4, the third fixing ring 3, and the tiger mouth support 6 are removed from the first chopstick body 2, the second chopstick body 1, and the connector 7, respectively. The child uses only the bare chopsticks and relies entirely on himself to master the way of using chopsticks.

[0060] By gradually guiding children through the three usage modes mentioned above, they can master the use of chopsticks step by step.

[0061] For any parts not mentioned in this utility model, existing technologies can be used or referenced.

[0062] The various embodiments in this specification are described in a progressive manner. The same or similar parts between the various embodiments can be referred to each other. Each embodiment focuses on describing the differences from other embodiments.

[0063] The above description is merely an embodiment of this utility model and is not intended to limit the scope of this utility model. Various modifications and variations can be made to this utility model by those skilled in the art. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principle of this utility model should be included within the scope of the claims of this utility model.

Claims

1. A children's learning chopstick, comprising a first chopstick body, a second chopstick body, and a connecting member, wherein the tips of the first and second chopstick bodies are respectively connected to the connecting member and can rotate around the connecting member towards or away from each other, characterized in that, The connector is detachably connected to a thumb support via a suction cup, allowing the thumb support to rotate flexibly relative to the connector.

2. The children's learning chopsticks according to claim 1, characterized in that, The suction cup is mounted on the tiger's mouth support, and the outer shell of the connector has a smooth surface, on which the suction cup is adsorbed.

3. The children's learning chopsticks according to claim 2, characterized in that, The outer casing of the connector has a roughened surface on the outer periphery of the smooth surface.

4. The children's learning chopsticks according to claim 1, characterized in that, The tiger's mouth support is made of silicone.

5. A children's learning chopsticks according to claim 4, characterized in that, The tiger's mouth support and the suction cup are integrally formed.

6. A children's learning chopsticks according to claim 5, characterized in that, The tiger's mouth support retracts towards the suction cup to form a connecting part between the tiger's mouth support and the suction cup.

7. A children's learning chopsticks according to claim 1, characterized in that, The thickness of the suction cup gradually increases from the outer edge to the center.

8. A children's learning chopsticks according to claim 1, characterized in that, The children's learning chopsticks include multiple tiger-mouth supports of different sizes, and one of the tiger-mouth supports is installed on the connector.

9. A children's learning chopsticks according to claim 1, characterized in that, The height of the suction cup is 2-5mm.

10. A children's learning chopsticks according to claim 1, characterized in that, The thickness of the suction cup is 0.5-1.5mm.

Images