A child organization skill training device

Abstract

The application relates to the technical field of situational interaction training for improving preschool children's organization skills, in particular to a children's organization skill training device which can be used for training preschool children's organization skills. The children's organization skill training device comprises a shell main body, a plurality of activity scene areas arranged on the shell main body, a functional area for recording a scene description arranged in each activity scene area, and a plurality of arranged card positions; a plurality of instruction cards for recording instruction information responding to the scene description, each instruction card being detachably connected to the card position; in use, the instruction cards with the recorded instruction information conforming to the scene description are selected from the plurality of instruction cards, and the instruction cards with the recorded instruction information conforming to the scene description are connected to the card positions.

Description

Technical Field

[0001] This application relates to the field of scenario-based interactive training technology for improving the organizational skills of preschool children, and in particular to a children's organizational skills training device. Background Technology

[0002] Organizational skills, typically involving a range of higher-level cognitive abilities such as task planning, prioritization, resource allocation, and step-by-step execution, are a key component of the cognitive and social development of preschool children. Good organizational skills not only help young children efficiently complete daily activities, such as tidying up toys and adhering to routines, but are also essential core competencies for their future schooling and lifelong learning. However, because the prefrontal cortex of preschool children's brains is still in its early stages of development, they naturally have limitations in logical thinking, sequential understanding, and executive function, often exhibiting symptoms such as easily distracted attention, lack of organization, and difficulty planning and completing multi-step tasks.

[0003] In traditional preschool education, the main approaches to developing children's organizational skills rely on adults' verbal instructions, behavioral demonstrations, and static teaching aids such as picture sequencing and object classification. While these methods have some effect, they also have significant shortcomings.

[0004] First, they rely heavily on the continuous guidance and supervision of teachers or parents, making it difficult for children to engage in independent exploration and learning.

[0005] Secondly, static teaching aids have limited interactive forms and limited fun, making it difficult to maintain the learning interest and attention of preschool children for extended periods.

[0006] More importantly, traditional methods are weak in providing immediate and objective feedback, making it difficult for children to intuitively understand whether their decisions are correct and the specific steps that lead to errors, thus reducing learning efficiency. Utility Model Content

[0007] The purpose of this application is to propose a device for training children's organizational skills, which can be used for the cultivation and training of organizational skills in preschool children.

[0008] To achieve the above objectives, this application adopts the following technical solution: A children's organizational skills training device includes: a shell body, on which multiple activity scenario areas are provided, each of the activity scenario areas having a functional area for recording scenario descriptions and multiple card slots arranged in an array; a plurality of instruction cards, the instruction cards being used to record instruction information in response to the scenario descriptions, each instruction card being detachably connected to the card slot; in use, by selecting the instruction card whose recorded instruction information matches the scenario description from the plurality of instruction cards, and connecting the instruction card whose recorded instruction information matches the scenario description to the card slot.

[0009] Based on the above scheme and as a preferred embodiment of the above scheme: a magnet is provided on the card slot; an iron block that can be attracted by the magnet is provided on the instruction card.

[0010] Based on the above solution and as a preferred embodiment of the above solution: the shell body is provided with a controller, a detection device and an interaction device; the detection device is connected to the controller to determine whether the recorded instruction information matches the scenario description after the instruction card is connected to the card slot; the interaction device is connected to the controller to provide feedback on the detection results of the detection device.

[0011] Based on the above scheme and as a preferred embodiment of the above scheme: the shell body is circular, the interactive device is located in the middle of the upper side of the shell body, and multiple activity scene areas are evenly distributed around the interactive device.

[0012] Based on the above scheme and as a preferred embodiment of the above scheme: the interactive device includes one or more of the following: a dual-color light, a loudspeaker, and a display connected to the controller.

[0013] Based on the above scheme and as a preferred embodiment of the above scheme: an annular protrusion is provided in the middle of the shell body, and an installation window corresponding to the activity scene area is provided on the inner side of the annular protrusion. A light-transmitting window is provided on the side of the installation window facing the activity scene area; the interactive device includes the dual-color light, and each of the installation windows is provided with one dual-color light.

[0014] Based on the above scheme and as a preferred embodiment of the above scheme: a sealing plate is provided on the top of the annular protrusion; the interactive device further includes the loudspeaker, which is disposed on the sealing plate, and the sealing plate is provided with honeycomb holes opposite to the position of the loudspeaker.

[0015] Based on the above solution and as a preferred embodiment of the above solution: a sealing plate is provided on the top of the annular protrusion; the interactive device further includes the display, which is disposed on the sealing plate.

[0016] Based on the above scheme and as a preferred embodiment: the card slot is an arc-shaped groove, and a positioning groove is provided at the bottom of the groove; the instruction card is an arc-shaped protrusion that can be embedded in the groove, and a positioning protrusion that can be embedded in the positioning groove is provided at the bottom of the protrusion; the detection device includes a first touch switch and a second touch switch disposed on the housing body, the touch portion of the first touch switch protruding from the side of the groove into the groove so as to be touched by the protrusion when the protrusion is embedded in the groove, and the touch portion of the second touch switch being disposed at the bottom of the positioning groove so as to be touched by the positioning protrusion when the positioning protrusion is embedded in the positioning groove.

[0017] Based on the above solution and as a preferred embodiment of the above solution: the detection device includes a sensor disposed on the main body of the shell, and each card slot is provided with a corresponding sensor; the instruction card is provided with a sensing chip, and when the instruction card is connected to the card slot, the sensing chip can be recognized by the sensor.

[0018] In order to be used for training and developing organizational skills in preschool children, this application has the following beneficial effects: This children's organizational skills training device uses multiple activity scenario areas and corresponding functional areas on the main body to record scenario descriptions. Children need to select cards (instruction cards) from a number of instruction cards that match the scenario descriptions and connect them to the card slots. This simulates the decision-making process in real-life situations, allowing children to practice organizational skills by matching instructions with scenarios.

[0019] Furthermore, this children's organizational skills training device provides an interactive learning tool to help preschool children improve their logical thinking, situational understanding, and organizational abilities during training. Through physical manipulation (selecting and placing cards), it enhances children's sense of participation and hands-on skills, promoting cognitive development.

[0020] In addition to the purposes, features, and advantages described above, this application has other purposes, features, and advantages. These will be further described in detail below with reference to figures. Attached Figure Description

[0021] To more clearly illustrate the technical solutions in the embodiments of this application, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of this application. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0022] Figure 1 This is a schematic diagram of the children's organizational skills training device described in this application. Figure 1 ; Figure 2 This is a schematic diagram of the assembly and disassembly of the children's organizational skills training device of this application; Figure 3 This is a breakdown diagram of the assembly of the children's organizational skills training device of this application; Figure 4 A cross-sectional schematic diagram of the instruction card equipped with a sensor chip for this application; Figure 5 This is a schematic diagram showing the installation method of the first and second touch switches in this application; Figure 6 A schematic diagram illustrating the process of setting up a connection slot for the instruction card with a positioning protrusion in this application.

[0023] Explanation of reference numerals in the attached figures: 100. Shell body; 101. Upper shell; 102. Activity area; 103. Functional area; 104. Locking position; 105. Groove; 106. Positioning groove; 107. Installation chamber; 108. Annular protrusion; 109. Installation window; 110. Light-transmitting window; 111. Sealing plate; 112. Base plate; 113. Magnet; 200. Instruction card; 201. Positioning protrusion; 202. Sensor chip; 203. Iron block; 300. Detection device; 301. First touch switch; 302. Second touch switch; 303. Sensor; 400. Interactive device; 401. Dual-color light; 402. Megaphone; 403. Display; 500, Controller; 600. Power supply unit; 700. Switching device. Detailed Implementation

[0024] To make the technical problems, technical solutions, and beneficial effects to be solved by this application clearer, the following detailed description is provided in conjunction with the accompanying drawings and embodiments. It should be understood that the specific embodiments described herein are merely illustrative and are not intended to limit the scope of this application.

[0025] It should be noted that when a component is referred to as "fixed to" or "set on" another component, it may be directly or indirectly located on that other component. When a component is referred to as "connected to" another component, it may be directly or indirectly connected to that other component. The terms "upper," "lower," "left," "right," "front," "rear," "vertical," "horizontal," "top," "bottom," "inner," and "outer," etc., indicate orientations or positions based on the accompanying drawings, and are for ease of description only, and should not be construed as limiting the technical solution. The terms "first" and "second" are used for descriptive purposes only and should not be construed as indicating or implying relative importance or implicitly specifying the number of technical features. "A plurality" means two or more, unless otherwise explicitly defined.

[0026] Organizational skills, typically involving a range of higher-level cognitive abilities such as task planning, prioritization, resource allocation, and step execution, are a key component of preschool children's cognitive and social development. Considering the limitations of traditional preschool education methods that rely primarily on adults' verbal instructions and behavioral demonstrations for developing children's organizational skills, please refer to... Figures 1-6 This application discloses a device for training children's organizational skills.

[0027] In the embodiments of this disclosure, such as Figure 1 As shown, this children's organizational skills training device includes a shell body 100 and several instruction cards 200. The shell body 100 has multiple activity scenario areas 102, each activity scenario area 102 having a functional area 103 for recording scenario descriptions and multiple arranged card slots 104. The instruction cards 200 are used to record instruction information in response to the scenario descriptions, and each instruction card 200 can be detachably connected to a card slot 104. In use, the instruction card 200 whose recorded instruction information matches the scenario description is selected from the several instruction cards 200, and then connected to the card slot 104.

[0028] This children's organizational skills training device uses multiple activity scenario areas 102 and corresponding functional areas 103 on the main body 100 to record scenario descriptions. Children need to select cards (instruction cards 200) from a number of instruction cards 200 that match the scenario descriptions and connect them to the card slots 104. This simulates the decision-making process in real-life scenarios, allowing children to practice organizational skills by matching instructions with scenarios. Furthermore, this children's organizational skills training device provides an interactive learning tool to help preschool children improve their logical thinking, scenario understanding, and organizational abilities during training. Through physical manipulation (selecting and placing cards), children's sense of participation and hands-on skills are enhanced, promoting cognitive development.

[0029] For example, a coherent and endearing story, "A Little Bear's Day," is used to connect the training scenarios, giving meaning to each step and greatly enhancing children's interest and engagement. Vibrant colors, text descriptions, and pictures are used in functional area 103 to record the scenario descriptions corresponding to the current activity scenario area 102. There are six activity scenario areas 102, corresponding to daily activities such as waking up, breakfast, playing, tidying up toys, bathing, and bedtime preparation. Within each activity scenario area 102, vibrant colors, text descriptions, and pictures are used to describe the activity content (story and tasks to be completed), such as making the bed and washing up (washing up involves washing hands, brushing teeth, washing face, etc.). Several instruction cards 200 contain instruction information (such as making the bed, washing up, etc.) that conform to the various scenario descriptions, expressed through colors, pictures, or text. When children are training, they can plan an instruction scheme based on the activity scenario, and then select the appropriate instruction cards 200 and connect them to the card slots 104 in the order of the scheme to complete the training.

[0030] In the embodiments of this disclosure, such as Figure 3 and Figure 4 As shown, to facilitate the detachable connection between the instruction card 200 and the card slot 104, a magnet 113 is provided on the card slot 104; an iron block 203 that can be attracted by the magnet 113 is provided on the instruction card 200. Connection is achieved simply by bringing the instruction card 200 close to the card slot 104. To remove the instruction card 200, it can be simply removed.

[0031] This children's organizational skills training device is highly engaging and overcomes the problem that static teaching aids have limited interactive forms, limited fun, and difficulty in maintaining the learning interest and attention of preschool children for extended periods.

[0032] Furthermore, considering that children themselves have difficulty in making reliable judgments about whether a situational interaction is correct or incorrect, and rely heavily on the continuous guidance and supervision of teachers or parents, it is difficult for children to achieve independent exploration and learning.

[0033] In the embodiments of this disclosure, such as Figure 1 , Figure 3 and Figure 5 As shown, the main body 100 is provided with a controller 500, a detection device 300 and an interaction device 400; the detection device 300 is connected to the controller 500 to determine whether the recorded instruction information matches the scenario description after the instruction card 200 is connected to the card slot 104; the interaction device 400 is connected to the controller 500 to provide feedback on the detection results of the detection device 300.

[0034] This children's organizational skills training device works in concert with the controller 500, the detection device 300 and the interactive device 400. After the instruction card 200 is connected to the card slot 104, the detection device 300 automatically determines whether the instruction information matches the scenario description, that is, whether the scenario steps match the sequential planning. The controller 500 processes the detection results and provides feedback to the user through the interactive device 400 (such as light, sound or display).

[0035] For example, if a child plans for their bear to wash up after waking up, and the washing steps are to wash hands first and then brush teeth, if the child connects the instruction card 200 containing the "brush teeth" instruction to the preceding card 104 before the "wash hands" instruction, the interactive device 400 will provide a correct or incorrect judgment prompt, or an encouraging prompt. This achieves automated detection and instant feedback, enhancing the interactivity and educational value of the training process. Children can immediately understand whether their choices are correct, thereby reinforcing learning effectiveness and increasing learning motivation.

[0036] In the embodiments of this disclosure, such as Figure 1 As shown, the main body 100 is circular, and the interactive device 400 is located in the center of the upper side of the main body 100. Multiple activity scene areas 102 are evenly distributed around the interactive device 400. The circular design of the main body 100, with the interactive device 400 at the center and multiple activity scene areas 102 evenly distributed around it, forms a radial layout. This optimizes the user experience, allowing children to easily access all scene areas and making operation more intuitive. The circular layout promotes multitasking capabilities while enhancing the device's visual appeal and space utilization.

[0037] Among them, such as Figure 2 As shown, the interactive device 400 includes one or more of the following: a dual-color light 401, a loudspeaker 402, and a display 403 connected to the controller 500. If the dual-color light 401 is set, for example, red or green, it displays green when the instruction card 200 responds correctly and red when the response is incorrect (incorrect position or sequence). If the loudspeaker 402 is set, voice prompts can be provided. Furthermore, text and graphic prompts can be displayed on the display 403, and statistics such as training progress, historical training errors, number of errors in a single stage, and completion time can be viewed on the display 403, enriching the feedback methods.

[0038] In the embodiments of this disclosure, such as Figure 2As shown, a ring-shaped protrusion 108 is provided in the middle of the shell body 100. Inside the ring-shaped protrusion 108 are mounting windows 109 corresponding to the activity scene areas 102. A light-transmitting window 110 is provided on the side of the mounting window 109 facing the activity scene area 102. The interactive device 400 includes a dual-color light 401, and each mounting window 109 contains one dual-color light 401. The ring-shaped protrusion 108 in the middle of the shell body 100, with mounting windows 109 corresponding to the activity scene areas 102 on its inner side, and a dual-color light 401 in each window, displays the light through the light-transmitting window 110. This provides independent visual feedback for each scene area, allowing children to clearly see the correct or incorrect status of each area. The light-transmitting window 110 protects the light components while softening and dispersing the light, avoiding glare, and enhancing safety and user experience.

[0039] In the embodiments of this disclosure, such as Figure 2 As shown, a sealing plate 111 is provided on the top of the annular protrusion 108 to accommodate the loudspeaker 402; the interactive device 400 also includes the loudspeaker 402, which is disposed on the sealing plate 111, and the sealing plate 111 has honeycomb holes opposite to the position of the loudspeaker 402. Furthermore, a display 403 is disposed on the sealing plate 111 to accommodate the display.

[0040] In order to enable the identification and detection of the instruction card 200 at the card slot 104 by the detection device 300, this application discloses at least two implementation methods.

[0041] Implementation method one of the detection device 300, such as Figure 5 and Figure 6 As shown, the card slot 104 is an arc-shaped groove 105, and a positioning groove 106 is provided at the bottom of the groove 105; the instruction card 200 is an arc-shaped protrusion that can be embedded in the groove 105, and a positioning protrusion 201 that can be embedded in the positioning groove 106 is provided at the bottom of the protrusion; the detection device 300 includes a first touch switch 301 and a second touch switch 302 provided on the housing body 100. The touch part of the first touch switch 301 protrudes from the side of the groove 105 into the groove 105 so as to be touched by the protrusion when the protrusion is embedded in the groove 105. The touch part of the second touch switch 302 is provided at the bottom of the positioning groove 106 so as to be touched by the positioning protrusion 201 when the positioning protrusion 201 is embedded in the positioning groove 106.

[0042] By setting different positions for the positioning slots 106 in each groove 105, and ensuring that only one of the instruction cards 200 has a positioning protrusion 201 corresponding to the position of one of the grooves 105 and the positioning slot 106, the card slot 104 is designed as an arc-shaped groove 105, and the instruction card 200 is designed as an arc-shaped protrusion, which cooperates with the positioning slot 106 through the positioning protrusion 201. The detection device 300 uses a first touch switch 301 to detect the protrusion embedding and a second touch switch 302 to detect the positioning protrusion 201 embedding to ensure that the instruction card 200 is correctly placed. When the order or positional relationship of the instruction cards 200 does not correspond to the card slot 104, the protrusion embedding can be detected, but the positioning protrusion 201 embedding cannot be detected. Thus, precise positioning and dual detection are achieved through the mechanical structure, ensuring detection accuracy. The arc-shaped design makes the card placement smooth, suitable for children to operate, and enhances the reliability and service life of the device.

[0043] Implementation method two of the detection device 300, such as Figure 2 , Figure 3 and Figure 4 As shown, the detection device 300 includes a sensor 303 disposed on the housing body 100, and each card slot 104 is correspondingly provided with a sensor 303; the instruction card 200 is provided with a sensing chip 202 (NFC chip), and when the instruction card 200 is connected to the card slot 104, the sensing chip 202 can be recognized by the sensor 303. The instruction card 200 includes an NFC chip; the sensor 303 includes an NFC reader.

[0044] The detection device 300 includes sensors 303 (such as RFID or NFC readers), with one sensor 303 corresponding to each card slot 104. A sensing chip 202 is installed on the instruction card 200. When the instruction card 200 is connected to the card slot 104, the sensor 303 identifies the chip information. A controller 500 (such as an ESP32, STM32, or a commercially available AI development board) is used to set the training scenario for the corresponding activity area 102. When the instruction card 200 approaches the sensor 303, the controller 500 determines whether the instruction card 200 matches the training scenario and provides feedback on the result through the interactive device 400. By pre-setting identification information for each instruction card 200, it can be sensed and identified by the sensor 303 when connected to the card slot 104. This achieves contactless detection, improving durability and detection speed. The sensing technology allows for more flexible information encoding and can store more instruction data, thereby expanding the functionality and playability of organizational skills training.

[0045] In some embodiments, the housing body 100 includes an upper housing 101 and a bottom plate 112; the upper housing 101 has a downward-facing mounting chamber 107 inside, and the bottom plate 112 is disposed on the lower side of the upper housing 101 and is used to close the mounting chamber 107. The controller 500 and the sensor 303 are both disposed in the mounting chamber 107.

[0046] Furthermore, the installation chamber 107 may also be equipped with a power supply device 600 for power supply and a switching device 700 connected to the power supply device 600.

[0047] In summary, this children's organizational skills training device effectively integrates the immersive and safe experience of physical interaction with the intelligent and instant feedback advantages of digital technology, specifically designed to enhance the organizational skills of preschool children. An ideal device should simulate real-life scenarios, guiding children to actively think, choose, and prioritize. It needs to provide an intuitive, hands-on physical interaction method, allowing children to develop their planning abilities while placing and combining physical objects. Simultaneously, it should possess an automatic judgment and feedback mechanism, providing children with positive and immediate responses without relying on full adult intervention, thus forming a complete learning loop of "scenario construction - decision execution - result feedback," truly achieving educational goals through "play."

[0048] Meanwhile, given that children's organizational skills are in their nascent stage during the preschool years, this children's organizational skills training device is of great significance for improving the organizational skills and behaviors of children with ADHD and learning difficulties by providing early training in organizational skills.

[0049] The above are merely preferred embodiments of this application and are not intended to limit this application. Any modifications, equivalent substitutions, and improvements made within the spirit and principles of this application should be included within the protection scope of this application.

Claims

1. A device for training children's organizational skills, characterized in that, include: The shell body has multiple activity scene areas, each of which has a functional area for recording scene descriptions and multiple card slots arranged in a row. A plurality of instruction cards, wherein the instruction cards are used to record instruction information describing the response scenario, and each instruction card can be detachably connected to the card slot; In use, the instruction card whose recorded instruction information matches the scenario description is selected from a plurality of instruction cards, and the instruction card whose recorded instruction information matches the scenario description is connected to the card slot.

2. The children's organizational skills training device according to claim 1, characterized in that, A magnet is provided on the card slot; an iron block that can be attracted by the magnet is provided on the instruction card.

3. The children's organizational skills training device according to claim 1 or 2, characterized in that, The shell body is equipped with a controller, a detection device, and an interaction device; The detection device is connected to the controller to determine whether the recorded instruction information matches the scenario description after the instruction card is connected to the card slot. The interactive device is connected to the controller to provide feedback on the detection results from the detection device.

4. The children's organizational skills training device according to claim 3, characterized in that, The shell body is circular, the interactive device is located in the middle of the upper side of the shell body, and multiple activity scene areas are evenly distributed around the interactive device.

5. The children's organizational skills training device according to claim 4, characterized in that, The interactive device includes one or more of the following: a dual-color light, a loudspeaker, and a display connected to the controller.

6. The children's organizational skills training device according to claim 5, characterized in that, The shell body has an annular protrusion in the middle, and an installation window corresponding to the activity scene area is provided on the inner side of the annular protrusion. A light-transmitting window is provided on the side of the installation window facing the activity scene area. The interactive device includes the dual-color light, and each of the installation windows is provided with one of the dual-color lights.

7. The children's organizational skills training device according to claim 6, characterized in that, A sealing plate is provided at the top of the annular protrusion; The interactive device also includes the loudspeaker, which is disposed on the cover plate, and the cover plate is provided with honeycomb holes opposite to the position of the loudspeaker.

8. The children's organizational skills training device according to claim 6, characterized in that, A sealing plate is provided at the top of the annular protrusion; The interactive device also includes the display, which is disposed on the cover plate.

9. The children's organizational skills training device according to claim 3, characterized in that, The slot is an arc-shaped groove, and a positioning groove is provided at the bottom of the groove; The instruction card is an arc-shaped protrusion that can be embedded in the groove, and the bottom of the protrusion is provided with a positioning protrusion that can be embedded in the positioning groove; The detection device includes a first touch switch and a second touch switch disposed on the housing body. The touch portion of the first touch switch protrudes from the side of the groove into the groove so as to be touched by the protrusion when the protrusion is embedded in the groove. The touch portion of the second touch switch is disposed at the bottom of the positioning groove so as to be touched by the positioning protrusion when the positioning protrusion is embedded in the positioning groove.

10. The children's organizational skills training device according to claim 3, characterized in that, The detection device includes sensors disposed on the shell body, and each of the card slots is provided with one sensor. The instruction card is equipped with a sensing chip, and when the instruction card is connected to the card slot, the sensing chip can be recognized by the sensor.

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