Intelligence development toy for children with visual perception disorder

Abstract

The utility model discloses intelligence toy for visual perception barrier children, including table body, first circular tank, second circular tank and sliding block, and the surface of table body is equipped with a plurality of trajectory lines, and first circular tank and second circular tank are connected with both ends of each trajectory line respectively, and sliding block is placed in the inside of first circular tank, the utility model discloses through the additional table body, first circular tank, second circular tank and sliding block, can exercise the concentration, attention and manual ability of children, and each trajectory line sets into different curved shape and with its drawing into different color, can exercise the pattern recognition ability and memory capacity of children, can realize the attention, memory and pattern recognition ability of children when playing to the training of children.

Description

Technical Field

[0001] This utility model relates to the technical field of educational toys, specifically educational toys for children with visual perception impairments. Background Technology

[0002] Visual perception disorder is a visual disorder characterized by a very slow process in which the eyes receive information from objects and transmit it to the brain, resulting in poor reaction time.

[0003] In psychology, visual perception is the ability to interpret visible light information reaching the eyes and use it for planning or action. Visual perception is a further process from the eye's receiving organs to the brain's reception and recognition of visual stimuli. Therefore, visual perception encompasses two main parts: visual reception and visual cognition. Simply put, seeing and perceiving the existence of light and objects is related to the quality of visual reception; but understanding what is seen, whether it has meaning, and how the brain interprets it belongs to the higher level of visual cognition. Visual perception ability refers to visual reception ability and visual cognition ability, mainly composed of the following: 1. Visual attention; 2. Visual memory; 3. Pattern discrimination.

[0004] There are few existing educational toys for children with visual perception disorders. Children cannot exercise their visual perception while playing, which reduces the visual stimulation during play and diminishes the therapeutic and training significance of play. Utility Model Content

[0005] The purpose of this invention is to provide an educational toy for children with visual perception impairment that can train them, thereby solving the problems mentioned in the background art.

[0006] To achieve the above objectives, this utility model provides the following technical solution: an educational toy for children with visual perception impairment, comprising a platform, a first circular groove, a second circular groove, and a sliding block. The surface of the platform is provided with multiple trajectory lines; the first circular groove and the second circular groove are respectively connected to the two ends of each trajectory line; the sliding block is placed inside the first circular groove. By adding the platform, the first circular groove, the second circular groove, and the sliding block, children's concentration, attention, and manual dexterity can be trained. Furthermore, each trajectory line is set with a different curved shape and painted with a different color, which can train children's pattern recognition and memory abilities. This allows children to train their attention, memory, and pattern recognition abilities while playing.

[0007] Preferably, each of the trajectory lines has a different curvature to facilitate children's recognition and identification of the pattern.

[0008] Preferably, each trajectory line has a first digital marker at both ends, and the first digital marker is fixedly connected to the platform on one side of the first circular groove and the second circular groove, which facilitates the identification of the start and end points of each trajectory.

[0009] Preferably, each sliding block is provided with a second digital label that matches the first digital label, so that each sliding block can slide on the corresponding trajectory line.

[0010] Preferably, a rectangular frame is fixedly provided above the platform to increase the safety of the sliding block sliding on the platform.

[0011] Preferably, a push ring is provided on one side of the rectangular frame, and a handle is fixedly provided on one side of the push ring. One end of the handle is fixedly connected to the outer wall of the rectangular frame by a rope. An observation hole is provided on the push ring to facilitate pushing the sliding block and to facilitate observation of the sliding block.

[0012] Compared with the prior art, the beneficial effects of this utility model are:

[0013] This invention optimizes existing educational toys for children with visual perception impairments by adding a platform, a first circular groove, a second circular groove, and a sliding block. This allows for the training of children's concentration, attention, and manual dexterity. Furthermore, each trajectory line is designed with a different curved shape and painted with different colors, which can train children's pattern recognition and memory abilities. This allows children to train their attention, memory, and pattern recognition abilities while playing. Attached Figure Description

[0014] Figure 1 This is a schematic diagram of the overall structure of this utility model;

[0015] Figure 2 This is a schematic diagram of the structure of the platform body of this utility model;

[0016] Figure 3 This is a top view of the present invention.

[0017] In the diagram: 1. Platform; 2. Track line; 3. First circular groove; 4. Second circular groove; 5. Sliding block; 6. First number mark; 7. Second number mark; 8. Rectangular frame; 9. Push ring; 10. Handle; 11. Rope; 12. Observation hole. Detailed Implementation

[0018] 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.

[0019] Example 1

[0020] Please see Figures 1-3 The educational toy shown in the figure, designed for children with visual perception impairments, includes a platform 1, a first circular groove 3, a second circular groove 4, and a sliding block 5. The surface of the platform 1 is provided with multiple trajectory lines 2; the first circular groove 3 and the second circular groove 4 are respectively connected to the two ends of each trajectory line 2; the sliding block 5 is placed inside the first circular groove 3.

[0021] Please see Figures 1-3 The curves of each trajectory line 2 in the diagram are different.

[0022] When using educational toys for visually impaired children: First, the child places the sliding blocks 5 one by one at one end of the corresponding track line 2. Then, the child pushes the sliding blocks 5, causing each sliding block 5 to slide along the corresponding track line 2. Because the track lines 2 are arranged in an alternating pattern, pushing the sliding blocks 5 can exercise the child's concentration, attention, and fine motor skills. When setting the track lines 2, each track line 2 is set with a different curved shape and painted with a different color, which can exercise the child's pattern recognition and memory abilities. This allows children to train their attention, memory, and pattern recognition abilities while playing, and can also increase the child's interest in playing.

[0023] The device has a simple structure and is easy for children to play and operate. By adding a platform 1, a first circular groove 3, a second circular groove 4 and a sliding block 5, it can train children's concentration, attention and hands-on ability. Each trajectory line 2 is set with a different curved shape and painted with a different color, which can train children's pattern recognition and memory abilities. It can train children's attention, memory and pattern recognition abilities while playing.

[0024] Example 2

[0025] Please see Figures 1-3 This embodiment further illustrates Example 1. The platform 1, the first circular groove 3, the second circular groove 4, and the sliding block 5 are shown in the figure. The surface of the platform 1 is provided with multiple trajectory lines 2. The first circular groove 3 and the second circular groove 4 are respectively connected to the two ends of each trajectory line 2. The sliding block 5 is placed inside the first circular groove 3.

[0026] Please see Figures 1-3 Each trajectory line 2 in the figure has a first number mark 6 at both ends, and the first number mark 6 is fixedly connected to the platform 1 on one side of the first circular groove 3 and the second circular groove 4.

[0027] Please see Figure 1 and Figure 3 The sliding block 5 in the figure is provided with a second number 7 that matches the first number 6.

[0028] In this embodiment, a first number mark 6 is provided on one side of the first and second circular grooves at both ends of each trajectory line 2 to facilitate children's identification of the start and end points of the trajectory line 2. A second number mark 7 is provided on the sliding block 5 to enable the corresponding sliding block 5 to be placed at one end of the corresponding trajectory line 2 and to slide along the corresponding trajectory line 2, thereby increasing children's ability to distinguish when sliding and training their concentration and care during play.

[0029] Example 3

[0030] Please see Figures 1-3 This embodiment further illustrates other embodiments. The platform 1, the first circular groove 3, the second circular groove 4 and the sliding block 5 shown in the figure are provided with multiple trajectory lines 2 on the surface of the platform 1; the first circular groove 3 and the second circular groove 4 are respectively connected to the two ends of each trajectory line 2; the sliding block 5 is placed inside the first circular groove 3.

[0031] Please see Figures 1-3 A rectangular frame 8 is fixedly installed on the top of the platform 1 in the figure;

[0032] Please see Figure 1 and Figure 2 The rectangular frame 8 in the figure has a push ring 9 on one side, and a handle 10 is fixedly provided on one side of the push ring 9. One end of the handle 10 is fixedly connected to the outer wall of the rectangular frame 8 through a rope 11. An observation hole 12 is provided on the push ring 9.

[0033] In this embodiment, a rectangular frame 8 is fixedly provided at the upper edge of the platform 1 to protect the sliding block 5 when it slides, increasing the safety of the sliding block 5 and preventing it from slipping off the platform 1, thus increasing the safety of its sliding play. A push ring 9 is provided on one side of the rectangular frame 8 to push the sliding block 5, increasing the convenience for children to push the sliding block 5 and improving their fine motor skills. A handle 10 is fixedly provided on one side of the push ring 9 to increase the convenience for children to hold the push ring 9. One end of the handle 10 is connected to the rectangular frame 8 by a rope 11 to prevent the push ring 9 from being lost and to increase the safety of the push ring 9.

[0034] It should be noted that, in this document, relational terms such as "first" and "second" are used only to distinguish one entity or operation from another, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Furthermore, 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 process, method, article, or apparatus.

[0035] Although embodiments of the present invention have been shown and described, it will be understood by those skilled in the art that various changes, modifications, substitutions and alterations can be made to these embodiments without departing from the principles and spirit of the present invention, the scope of which is defined by the appended claims and their equivalents.

Claims

1. An educational toy for children with visual perception impairments, characterized in that: include: A platform (1) has multiple trajectory lines (2) on its surface; The first circular groove (3) and the second circular groove (4) are respectively connected to the two ends of each of the trajectory lines (2); Sliding block (5) is placed inside the first circular groove (3).

2. The educational toy for children with visual perception impairment according to claim 1, characterized in that, Each of the aforementioned trajectory lines (2) has a different curvature.

3. The educational toy for children with visual perception impairment according to claim 1, characterized in that, Each of the trajectory lines (2) has a first number mark (6) at both ends, and the first number mark (6) is fixedly connected to the platform (1) on one side of the first circular groove (3) and the second circular groove (4).

4. The educational toy for children with visual perception impairment according to claim 1, characterized in that, The sliding block (5) is provided with a second number (7) that matches the first number (6).

5. The educational toy for children with visual perception impairment according to claim 1, characterized in that, A rectangular frame (8) is fixedly provided on the top of the platform (1).

6. The educational toy for children with visual perception impairment according to claim 5, characterized in that, A push ring (9) is provided on one side of the rectangular frame (8), and a handle (10) is fixedly provided on one side of the push ring (9). One end of the handle (10) is fixedly connected to the outer wall of the rectangular frame (8) through a rope (11), and an observation hole (12) is provided on the push ring (9).

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