Diaper

Abstract

To provide a diaper which may cause a motive in an infant of wearing the diaper willingly.SOLUTION: A diaper 100 comprises: a front region 11 and a rear region 12 because of being folded to a skin face side in a longitudinal direction center part in a state of directing a non-skin surface side to outside. On the front region and the rear region, a field object 1 for forming a specific field 2 is arranged. On the front and rear regions, a common field is constructed, on the front region, a front main character 3A whose area is greater than that of the field object is arranged with a behavior display, on the rear region, a rear main character 3B whose area is smaller than that of the front main character is displayed with a behavior display, the field object on the front region and the front main character form a scene, and the field object on the rear region and the rear main character form a scene respectively. A front scene 4A formed on the front region and a rear scene 4B formed on the rear region are different.SELECTED DRAWING: Figure 1

Description

[Technical field]

[0001] The present invention relates to a diaper. [Background technology]

[0002] For various purposes, various efforts have been made to display patterns and the like on absorbent articles such as diapers. For example, Patent Document 1 describes a technology for training pants with a pattern that changes color or the like when it comes into contact with urine in order to encourage toilet training. Patent Document 2 describes a technology for a diaper in which a second display section in the rear region and a first display section in the front region are configured based on a relationship between a plurality of things and a concept derived from the plurality of things. Patent Document 3 describes a diaper with an unchanging character graphic, an unchanging object graphic, and a variable character graphic on the front. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Special Publication No. 2003-501211 [Patent Document 2] Patent Publication No. 2021-094103 [Patent Document 3] JP 2008-507377 A Summary of the Invention [Problem to be solved by the invention]

[0004] When changing a baby's diaper, the baby may not respond well to the change, which can be a burden for the parent or other person putting the diaper on the baby. Conventionally, various ideas have been proposed to improve the workability by attracting the attention of infants when changing (putting on) diapers. For example, it is expected that smoother diaper changing will be achieved by distracting infants by drawing their attention to a specific character on the diaper. However, diapers often only have characters or parts of characters. Also, even if a character is famous, the story in which the character appears may exist in another medium. In this case, it is necessary to link the diaper character to some story somewhere in memory, and the time of experience is important. However, since infants have not yet had much experience, it is difficult for them to recall stories. Also, some infants may not have yet spent time with a particular character's story, so there are many cases where the story for the character attached to the diaper is missing. This may make it somewhat difficult to have the same appeal to many infants. Therefore, conventional techniques have not yet been sufficient to increase an infant's interest in diapers and make the infant want to own them (want to wear them willingly), and there is still room for improvement. In view of the above, the present invention provides a diaper that is expected to encourage infants to willingly wear it. [Means for solving the problem]

[0005] The present invention provides a diaper having a skin-facing side and a non-skin-facing side, the diaper having a front region and a rear region by being folded back at a longitudinal center portion to the skin-facing side with the skin-facing side on the inside and the non-skin-facing side on the outside, the diaper having a front region and a rear region, field objects for forming a specific field are arranged in the front region and the rear region, a field common to the front region and the rear region are constructed by arranging a plurality of the field objects in the front region and the rear region, a front main character having a larger area than the field object is arranged in the front region and is accompanied by an action display, a rear main character having a smaller area than the front main character is arranged in the rear region and is accompanied by an action display, the field object and the front main character each form a scene in the front region, and the field object and the rear main character each form a scene in the rear region, and the front scene composed in the front region and the rear scene composed in the rear region are different. Effect of the Invention

[0006] The diaper of the present invention is expected to provide an incentive for infants to willingly put it on. [Brief description of the drawings]

[0007] [Figure 1] 1 is a plan view of an embodiment of a diaper according to the present invention, viewed from the non-skin facing side in an unfolded state. [Diagram 2] 2 is a schematic enlarged plan view of the front region of the diaper shown in FIG. 1 as viewed from the non-skin-facing side. FIG. [Diagram 3] 2 is a schematic enlarged plan view showing the determined state of the field area when viewed from the non-skin-facing side of the diaper shown in FIG. 1, where (A) shows the front area and (B) shows the rear area. [Figure 4]In a plan view from the non-skin side of the diaper shown in Figure 1, (A) and (B) are plan views showing the area of ​​a field object, (C) is a plan view showing the area of ​​a front main character, and (D) is a plan view showing the area of ​​a rear main character. [Diagram 5] FIG. 11 is a developed plan view showing an example of a combination of the front region and the rear region. [Figure 6] FIG. 13 is a developed plan view showing another example of a combination of the front region and the rear region. [Figure 7] FIG. 13 is a developed plan view showing yet another example of a combination of the front region and the rear region. [Figure 8] FIG. 13 is a developed plan view showing yet another example of a combination of the front region and the rear region. [Figure 9] FIG. 13 is a developed plan view showing yet another example of a combination of the front region and the rear region. [Figure 10] FIG. 13 is a developed plan view showing yet another example of a combination of the front region and the rear region. [Figure 11] FIG. 13 is a developed plan view showing yet another example of a combination of the front region and the rear region. [Figure 12] FIG. 13 is a developed plan view showing yet another example of a combination of the front region and the rear region. [Figure 13] FIG. 2 is a partially enlarged cross-sectional view showing a schematic diagram of a basic laminated structure of components of the diaper according to the present invention. [Figure 14] FIG. 1 is a perspective view showing a pants-type diaper as a specific example of a diaper according to the present invention, viewed from the non-skin facing side. [Figure 15] FIG. 15 is a plan view of the diaper shown in FIG. 14 when unfolded and viewed from the non-skin facing side. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0008] Unless otherwise specified, the side of a diaper that comes into contact with the wearer's skin is referred to as the skin-facing side, and the opposite side is referred to as the non-skin-facing side. The direction in which the diaper is arranged toward the wearer's abdomen, crotch, and back when the diaper is unfolded and unfolded is referred to as the longitudinal direction Y of the diaper. The direction perpendicular to the longitudinal direction is referred to as the width direction X.

[0009] In the present invention, the field object, main character, sub-character and support object are images arranged in the front and back regions of the diaper so as to be visible from the non-skin facing side, and do not include text. However, the front and back regions of the diaper may additionally include text within a range that does not impair the visual effect of the field object, main character, sub-character and support object. In the following description, the field object, main character, sub-character, and support object are assumed to be recognized when the diaper is viewed in plan from the non-skin facing side.

[0010] The term "field" refers to a spatial concept indicated in a front or back area by a field object, that is, an object that plays a role as a stage or background for constructing a scene. "Field objects" refer to various elements that define a field, and visuals that help convey to the viewer that it is a specific field. In other words, field objects can be said to be stage elements for the display of actions by the characters (main characters and sub-characters) described below. It is preferable that field objects are not animal designs, or designs that do not include eyes and mouths that evoke facial expressions, in order to highlight the characters. "Character" means a person (including fantasy) or animal (including fantasy) that exists and acts in the field. It is preferable that the design includes at least eyes that evoke facial expressions, or eyes and a mouth. "Main character" means the character with the largest area within the field. In other words, when there are multiple characters within the same field, the areas of the characters are compared, and the character with the largest area is designated as the main character. If the areas are the same, one of them is designated as the main character. This area comparison is made for both the front and rear areas. Note that if there is only one character in each of the front and rear areas, it will naturally be the main character. "Sub-character" means a character other than the main character. "Scene" means a visual that is developed in the field by the main character's activities and that can develop a story. In other words, a scene can be said to be a part of a story that is created by combining the main character's action display with multiple field objects. A scene can also be said to be a scene that gives rise to a conversation-like interaction between an infant and a person (such as a parent) who is putting on the baby's clothes, and provides an opportunity to expand the world view or story of the story. "Behavioral display" refers to an activity expression used to express a specific activity of a character, an element given as an emotional expression, and an element expressing the relationship between multiple characters working together. "Support object" refers to something that a character uses, or something that gives the impression of being used even if not directly used.

[0011] Hereinafter, a preferred embodiment of a diaper according to the present invention will be described with reference to the drawings.

[0012] As shown in Figures 1 and 2, the diaper 100 has a front region 11 and a rear region 12. The front region 11 and the rear region 12 are formed by folding the diaper 100 in an unfolded state at its longitudinal center (the portion of the center line Lc) with the skin-facing side facing inward and the non-skin-facing side facing outward, as shown in Figure 1. By folding back the diaper 100 at the longitudinal center portion Lc, the front region 11 and the rear region 12 are divided into the front and rear of the diaper 100 and are visually separated from each other. In this embodiment, in the unfolded state of the diaper 100 shown in Fig. 1, the outer shape of the diaper 100 has both side edges that are narrowed inward at the center in the longitudinal direction Y. The narrowed portions are folded back at the longitudinal center part Lc to form a pair of leg openings 13 and a crotch part 16 between the leg openings 13, 13, as shown in Fig. 2. Furthermore, the front and rear longitudinal ends of the diaper 100 shown in Fig. 1 are folded back at the longitudinal center portion Lc to face each other, forming the waist opening 14 shown in Fig. 2. In the diaper 100 shown in Fig. 2, the side with the waist opening 14 is on the upper side and the side with the crotch portion is on the lower side when in use. Such a diaper 100 may be of either a pants-type or a tape-type.

[0013] 1 to 4 omit detailed configurations of pants-type diapers or tape-type diapers. For example, side seals (pressure-bonded portions on both the left and right sides when the front and rear regions are folded back to face each other) in pants-type diapers and fastening tapes in tape-type diapers are omitted. Elastic members arranged to be stretchable in the width direction around the waist and elastic members arranged to be stretchable along the leg openings 13 are also omitted. In the following drawings, the front region 11 and the rear region 12 of the diaper 100 are shown in a stretched state of the elastic members.

[0014] 1 to 4 show an example of the display contents of a field object 1, a field 2, main characters 3 (3A, 3B), and scenes 4 (4A, 4B) arranged on the diaper 100. However, in the present invention, the field object 1, the field 2, the main characters 3 (3A, 3B), and the scenes 4 (4A, 4B) are not limited to the example of the display contents shown in FIGS. 1 to 4 as long as they satisfy the following requirements. In the following description, first, the configuration of the field object 1, field 2, main characters 3 (3A, 3B), and scenes 4 (4A, 4B) arranged on the diaper 100 will be described without being limited to the example of the display contents in Figs. 1 to 4. At that time, the sub-characters 5 (5A, 5B) and support objects 6 (6A, 6B) will also be mentioned. Then, specific examples of these will be described with reference to Figs. 5 to 12.

[0015] In the diaper 100, field objects 1 for forming specific fields are arranged in the front region 11 and the rear region 12. A plurality of field objects 1 are arranged in each of the front region 11 and the rear region 12, thereby forming a field 2 common to the front region 11 and the rear region 12. "Constructing a common field 2" means constructing a stage in which a story (story development) in which the front area 11 and the rear area 12 are connected to each other can be imagined. For example, in the front area 11 and the rear area 12, field objects 1 such as stars and the moon can be arranged to create a common "starry sky" field 2, or field objects 1 of grass and trees can be arranged to create a common "forest" field 2. For this reason, it is preferable that the same type of field objects 1 are included in the front area 11 and the rear area 12. In this case, some or all of the multiple field objects 1 may be of the same type. Here, the field objects 1 being of the "same type" means that they have the same motif, and are considered to be of the "same type" even if there are differences in composition such as size, shape, angle, quantity, and color.

[0016] (Definition of Field 2) As described above, "Field 2" is composed of field object 1, and its area can be defined as follows. That is, on the non-skin-facing side of the diaper 100 in a stretched state, a rectangle J is formed circumscribing the multiple field objects 1 arranged by viewing the front region 11 and the rear region 12 in plan as shown in Figures 3(A) and (B). At this time, each side of the rectangle J is parallel to the longitudinal direction Y and the width direction X of the diaper 100. The areas within the obtained rectangle J are defined as fields 2 in the front region 11 and the rear region 12, respectively. When defining the field 2, if characters (main character 3 and sub-character 5) described below are positioned protruding from the field, a circumscribing rectangle J is formed including the characters. Also, if there is a supporting object 6 described below, a circumscribing rectangle J is formed including the supporting object 6.

[0017] In each of the front area 11 and the rear area 12, main characters 3 are arranged in the following configuration. That is, a front main character 3 (3A) having a larger area than the field object 1 arranged therein is arranged in the front area 11. The front main character 3A is arranged accompanied by an action display. A rear main character 3 (3B) having a smaller area than the front main character 3A is arranged in the rear area 12. The rear main character 3B is arranged with an action display.

[0018] (How to measure area) In the diaper 100, the areas of the field object 1, the front main character 3A, and the rear main character 3B can be measured as follows. That is, on the non-skin facing side of the diaper 100 in an extended state, as shown in Fig. 4(A)-(D), when the front region 11 and the rear region 12 are viewed in plan, rectangles K1, K2, and K3 are formed that are in contact with the periphery of the field object 1, the front main character 3A, and the rear main character 3B, respectively. At this time, each side of the rectangles K1, K2, and K3 is parallel to the longitudinal direction Y and the width direction X of the diaper 100. The areas within the obtained rectangles K1, K2, and K3 are defined as the area of ​​the field object 1, the area of ​​the front main character 3A, and the area of ​​the rear main character 3B, respectively. If the front main character 3A and the rear main character 3B are in contact with other images (e.g., a field object 1, a sub-character 5 described below, or a support object 6), the outer periphery of each of the front main character 3A and the rear main character 3B is identified excluding these. In addition, when the front main character 3A and the rear main character 3B overlap with another image (e.g., a field object 1), the range of each of the front main character 3A and the rear main character 3B that can be seen in a planar view is identified as its outer periphery. For the field object 1, if there is contact or overlap as described above, the perimeter is determined in a similar manner. Note that there are multiple field objects 1. Therefore, the perimeter is determined and the area is measured for each of them (however, if there are multiple field objects grouped together, for each group). In the front region 11, the area of ​​the front main character 3A is made larger than the area of ​​the largest field object 1.

[0019] The field object 1 and the front main character 3A in the front area 11, and the field object 1 and the rear main character 3B in the rear area 12 each constitute a scene 4. As described above, scene 4 means a visual that is developed in the field by the activities of the main character and that allows a story to develop. For example, in the front area 11 and the rear area 12, the main character 3 (3A, 3B) is surrounded by a number of field objects 1, touches or rides (overlaps) some of the field objects 1, and shows various activity expressions and emotional expressions in that environment to form "scene 4". At that time, it is preferable to show a state in which the main character 3 (3A, 3B) is influenced by the field object 1, or inversely influences it. One example is a scene in which the main character 3 (3A, 3B) is surrounded by the field object 1 and shows a smiling expression to form a "relaxed scene, resting scene, enjoying scene, playing scene". Another example is a scene in which the main character 3 (3A, 3B) closes his eyes on the field object 1 to form a "relieved scene, sleeping scene". Yet another example is a scene in which the main character 3 (3A, 3B) rides on the field object 1 to form a "playing scene, traveling far away scene".

[0020] Regarding the above-mentioned scene 4, the front scene 4 (4A) configured in the front region 11 is different from the rear scene 4 (4B) configured in the rear region 12. That is, in the field 2 common to the front region 11 and the rear region 12, the scenes created by incorporating the front main character 3A and the rear main character 3B are different. As a result, while the front region 11 and the rear region 12 have commonalities, the scenes 4 (4A and 4B) that have variations are displayed on both sides of the diaper 100.

[0021] An example of a difference between the front scene 4A and the rear scene 4B is when the front main character 3A is different from the rear main character 3B. In this case, "different" means that the type or motif of the character is different, and the composition may be the same. Another example is when the behavior display of the front main character 3A is different from that of the rear main character 3B. "Different behavior displays" refers to different display contents of activity expressions or emotional expressions. For example, the front main character 3A may sit down and display the behavior of "resting," while the rear main character 3B may display the behavior of "running." Even if the behavior category is the same, behavior displays that have different specific contents or that change over time are considered to be "different behavior displays." For example, even if the category is the same, "exercise," it could be swimming and track and field, or the start of mountain climbing and reaching the summit. The above two types of differences can be appropriately combined to make the front scene 4A and the rear scene 4B different. For example, the front main character 3A and the rear main character 3B can be different but have the same behavior display. Alternatively, the front main character 3A and the rear main character 3B can be the same but have different behavior display. Alternatively, the main characters 3 (3A, 3B) may be different and have different behavior display. In this way, the difference between the front scene 4A and the back scene 4B within the common field 2 becomes clearer and easier to read, which allows for the possibility of expanding on various story developments.

[0022] Making the front and rear scenes 4A and 4B different from each other as described above provides the following unique function in the diaper of the present invention. It is said that characters and stories are inseparably linked. Creating a character that people can relate to involves more than just creating a character design; it also involves building a story that surrounds that character. There is also a view that stories follow certain rules and formulas. Based on this, the diaper of the present invention configures two different scenes 4 (4A, 4B) in the same field 2. Specifically, between the front scene 4A and the back scene 4B, the character's code of conduct, personality, relationships with peers (family), etc., obtained through the passage of time or the perspective of the user and others, are configured. Based on this, a world view and story can be discovered from the perspective of the infant and the person (parent, etc.) who is putting the diaper on. In this way, a story can be discovered between the infant and the person (parent, etc.) who is putting the diaper on. Therefore, the diaper of the present invention can lead to the value of sharing familiar characters between infants and those who put them on (parents, etc.) regardless of the original story. Furthermore, by repeating these on a daily basis, infants can gradually develop their imagination, aesthetic sense, intellectual curiosity, etc., and form rich emotions. It is expected that even after growing up, they will tend to have a high level of mental health (subjective happiness), and when they become adults, they will have a high degree of feeling happy about their lives. This can be inferred from the fact that, as is usually said, developing rich emotions in childhood has a great influence on later life. Therefore, it is thought that creating stories with parents and others during infants will have a positive influence not only on their later childhood but also on their lives thereafter, and as a result, it will be useful for forming a basic mind to increase happiness in life even when they become adults. In general, it is thought that infants probably cannot understand a story just by listening to the words. However, infants repeatedly "read the pictures" while listening to the story told by their parents and others, even if they do not understand the meaning. Perhaps for infants, it is just the sensation of their parents' voices and warmth, and the enjoyment of changes in sound and color. However, the diaper of the present invention provides a variety of simple stories to provide a connection with such important parents, making it easy for parents to communicate with infants through stories, which ultimately leads to peace of mind for infants. In this way, by parents reading to infants using the pictures on the diaper of the present invention, infants can learn to trust their parents and develop affection for them. Furthermore, by parents reading to infants, infants can put words together and learn the names of things and the order of the world, and as their imagination develops, the characters actually start to move in their minds as they are told stories, and they begin to feel as if they are acting together with the characters. Eventually, the characters on the diaper become something that infants cherish, and they develop a desire to keep them close to them.

[0023] In the above scene 4 (4A, 4B), the front main character 3A and the rear main character 3B each display various activities and emotions in the common field 2, accompanied by the action display as described above. Each main character 3 (3A, 3B) is not placed alone, but is placed surrounded by, touching, or overlapping with a field object 1 in the field 2, creating a narrative in scene 4 (4A, 4B) composed of the main characters 3 (3A, 3B) and the field object 1. In this way, the combination of the front region 11 and the rear region 12 of the diaper 100 plays a role in stimulating the imagination between an infant and a person (such as a parent) who is putting the diaper on the infant, just like a picture book without words, and also serves as a tool for communication.

[0024] More specifically, the behavior of each main character 3 (3A, 3B) in scene 4 (4A, 4B) gives an opportunity to imagine the psychology (e.g., love, thoughts, beliefs, etc.) of each main character 3 (3A, 3B), the situation (e.g., the situation in which they interact with friends or family), and future events that may occur between the baby and the person putting on the kimono (e.g., a parent). At that time, the person putting on the toy (such as a parent) can show the different front scene 4A and back scene 4B in the common field 2 and can choose and speak words according to the age of the baby (for example, asking questions such as "Where is the mouse?", "What is this?", "What are they doing?", or simply saying "This is ____"), or can speak onomatopoeia and mimetic words that can be imagined from the behavioral display (for example, the sound of an airplane flying, "buzzing"). Also, as mentioned above, it is possible to speak about the psychology that can be imagined from the behavioral display of the main characters 3 (3A, 3B) placed in the front and back scenes 4 (4A, 4B) (for example, "It looks like you're having fun doing handstands," "You're good friends") and changes therein, the situation in which the baby is placed and changes therein (for example, "You were alone, but now your friends have gathered. It looks like you're having fun. That's great."). In this way, the baby will show some kind of reaction and interest to the words spoken by the person putting on the toy (such as a parent) based on the visuals of the front and back scenes 4 (4A, 4B). By repeating this exchange, they can communicate. Also, for infants and toddlers of a certain age, their awareness increases and their imagination is stimulated, allowing them to imagine themselves as the main characters 3 (3A, 3B) and have lively conversations. In particular, the difference between the front scene 4A and the back scene 4B in the common field 2 attracts the interest of not only the person putting the sitter on (such as a parent) but also the baby, and is likely to stimulate the imagination.

[0025] In this manner, the diaper 100 provides an opportunity for communication between an infant and a person (such as a parent) putting the diaper on them according to the infant's age. From this communication, a unique and rich story world view, i.e., a story development, can be created and developed between the infant and the person (such as a parent). This can also foster the infant's emotions. This makes it easier for the infant to develop an attachment to the diaper 100, providing an opportunity for the infant to feel the desire to make it their own and to willingly wear it. In this way, the diaper 100 allows for a rich story to unfold between an infant and a person (such as a parent) putting the infant in diaper 100, regardless of the infant's previous experience level. As a result, the diaper 100 is expected to provide an incentive for the infant to willingly put it on.

[0026] This effect can be attributed to the fact that the area of ​​the rear main character 3B is smaller than that of the front main character 3A, and that the area of ​​the front main character 3A is larger than that of the field object 1 arranged in the front region 11. In other words, in the aforementioned story development on the front and back surfaces of the diaper 100, the baby is more likely to become interested in the front region 11, and the baby is more likely to become more attached to the front region 11. This can motivate the baby to face the front region 11 in front of him or her and put on the diaper 100 correctly. The front main character 3A in the front area 11 is the part that indicates the beginning of the story, the starting point of the passage of time in two different scenes 4A and 4B, or the first-person positioning when viewed from one's own perspective or the perspective of others. From these perspectives, the infant and the person who puts the sewn on (parents, etc.) can find a world view and story based on the behavioral norms, personality, and relationships with friends (family) of the main characters 3 (3A, 3B). Since it becomes possible to find many different stories through the concept of time or through oneself and others, it is possible to connect a character that the infant feels close to to a value that can be shared between the infant and the person who puts the sewn on (parents, etc.). Furthermore, such a relationship supports the building of a good parent-child relationship from the infant to early childhood when emotions are developing, and is useful for forming a favorable parent-child relationship in the future.

[0027] From the above viewpoint, it is preferable that, in the common field 2, the behavior display of the front main character 3A is related to the field 2 in the front area 11, and the behavior display of the rear main character 3B is related to the field 2 in the rear area 12. "Related" here means that the behavior display is something that is connected to or associated with the setting or theme indicated by the field 2. This makes the behavioral display of the main characters 3 (3A, 3B) more vivid in the setting shown by field 2, and makes it easier to convey a more narrative feel to the baby and the person putting the stoles on them (such as a parent). Also, by relating to the common field 2 described above, a relationship is naturally created between the behavioral display of the front main character 3A and the behavioral display of the rear main character 3B, making the continuity of scene 4 (4A, 4B) stronger. This makes it easier to enrich and expand the aforementioned story development between the baby and the person putting the stoles on them (such as a parent).

[0028] In the front region 11 and rear region 12 of the diaper 100, scene 4 (4A, 4B) may include other images in addition to the field object 1, field 2, and main character 3 (3A, 3B) described above. For example, a sub-character 5 (5A, 5B) may be arranged in association with a main character 3 (3A, 3B). In this case, it is preferable that the main character 3 (3A, 3B) and the sub-character 5 (5A, 5B) are given a coordinated action display. Furthermore, support objects 6 (6A, 6B) that support the activity expression shown by the action display of the main character 3 (3A, 3B) may be provided.

[0029] Here, "related" means that the main characters 3 (3A, 3B) and the sub-characters 5 (5A, 5B) are connected via the field 2 or the field object 1 that constitutes the field 2, or directly. For example, when the field 2 is a "forest," the main characters 3 (3A, 3B) and the sub-characters 5 (5A, 5B) are connected in that they are animals that live in the forest. In addition, the main characters 3 (3A, 3B) and the sub-characters 5 (5A, 5B) may be in a parent-child relationship, or in a friendship such as playmates. The "coordinated behavior display" means that the main characters 3 (3A, 3B) and the sub-characters 5 (5A, 5B) face each other, get close to each other, or overlap with each other to express their relationship, and that they display the same activity and emotion. It also means that the sub-characters 5 (5A, 5B) display behaviors that support or assist the main characters 3 (3A, 3B) in response to their behaviors.

[0030] The sub-characters 5 (5A, 5B) and the support objects 6 (6A, 6B) create expressions of activities and emotions in cooperation with the main characters 3 (3A, 3B). This can enrich the narrative in the front scene 4A and the back scene 4B. In particular, since the rear main character 3B has a smaller area than the front main character 3A, the rear area 12 is more likely to show the presence of the sub-characters 5 (5A, 5B) and the supporting objects 6 (6A, 6B), and to make the above-mentioned linkage more noticeable. For example, the rear area 12 has more blank space than the front area 11, and the number of the sub-characters 5 (5A, 5B) and the supporting objects 6 (6A, 6B) can be increased, or their size can be made closer to the area of ​​the rear main character 3B. This allows the rear area 12 to show the linked activity expressions and emotional expressions of the main character 3, the sub-characters 5, and the supporting objects 6 more abundantly than the front area 11. As a result, the linked activity expressions and emotional expressions of the rear area 12 act on the front main character 3A, which has a relatively larger area in the front area 11, and a stronger story of linkage between the front and back surfaces can be created. Furthermore, various combinations (including large and small areas) of each character (main characters 3 (3A, 3B), sub-characters 5 (5A, 5B)) and supporting objects 6 enhance the degree of freedom of creativity. In other words, the above combinations can bring out the ability to expand the imagination and be proactive in imagining and creating relationships between them, and can be used to build a rich inner world. In so-called "pretend play" using the characters and support objects 6, it greatly helps the person putting on the baby (such as a parent) to create various scenes and stories. In order to create a more enjoyable story through each scene 4 (4A, 4B), it is necessary to create time and space in each other's mental world as a common tool between the baby and the person putting on the baby (such as a parent). In order to support the front scene 4A (story part) of the front area 11 from various angles, the arrangement of the back scene 4B (story part) of the back area 12 has a great influence. In order to share these things between the person (parent, etc.) putting them on and the baby, so-called baby talk is sometimes used. In this sense, the onomatopoeia and mimetic words using the characters and the support objects 6 are useful for clarifying the relationship between the front area 11 and the rear area 12. Because the characters in the front area 11 are large and close (in terms of distance or psychology), by making the onomatopoeia in the rear area 12 small and the onomatopoeia in the front area 11 large, for example, it is possible to express visual and auditory closeness and to diversify the development of the story. Various characters appear in the story, and the baby and the person putting the stowing gear on (parent, etc.) can imagine various stories in their minds while thinking about the feelings and actions of the main characters 3 (3A, 3B). The "pretend play" using the characters and support objects 6 begins with the person putting the stowing gear on (parent, etc.), and the baby then imitates them, expanding the baby's mental world and forming sociality, and can be thought of as a kind of "brain training."

[0031] In the diaper 100, it is preferable that the field object 1 in the front region 11 and the field object 1 in the rear region 12 have a common color. The "color" here means a hue, and is preferably a tone (hue) represented by a combination of brightness and saturation. Examples of the "common color" include pastel colors, vivid colors, and sherbet colors. Among these, pastel colors are preferable from the viewpoint of creating a gentle atmosphere in the field 2 on the front and back surfaces of the diaper 100. During infancy, it is said that it is good to convey things that allow babies to enjoy the rhythm of words and interesting colors, and to convey the appearance of concrete things clearly. From this perspective, by giving the field object 1 a common color in the front area 11 and the back area 12, babies can enjoy and recognize that it is a common field 2 from the interesting colors. In addition, by using pastel colors for the field object 1, the difference between the characters (main characters 3 (3A, 3B), sub-characters 5 (5A, 5B)) and the field object 1 can be more effectively shown as interesting colors, and can be recognized.

[0032] Specific examples of scenes 4 (4A, 4B) in the front region 11 and the rear region 12 of the diaper 100 will be described below with reference to Figures 5 to 12. Figures 5 to 12 show scenes 4 (4A, 4B) cut out in the longitudinal direction Y by a width (region 15) including the patterns constituting the scenes 4 in Figure 1. In the specific examples of Figures 5 to 12, as described below, a story can be developed by expanding the imagination based on the difference between the front scene 4A and the rear scene 4B. Based on this, an opportunity can be obtained to generate communication between an infant and a person (parent, etc.) who is putting the diaper on the infant according to the infant's age. This is expected to encourage an infant to willingly put on the diaper 100.

[0033] In FIG. 5(A), in the front area 11 and the rear area 12, a "starry sky" field 2 is constructed by arranging stars, a crescent moon, and clouds as the field objects 1. In the front area 11, a front scene 4A is constructed in which a lion wakes up on a cloud as the front main character 3A, and looks into the distance while looking up at the stars and the crescent moon. In the rear area 12, an elephant is shown as the rear main character 3B, riding on a cloud and facing down to sleep. In addition, a giraffe and a tiger, which are the same animals, are shown as the rear sub-characters 5B, riding on a cloud and facing down to sleep. In this way, the rear main character 3B and the rear sub-characters 5B associated with the rear main character 3B are given behavioral indications that are linked to each other. As a result, in the rear area 12, a rear scene 4B is constructed in which friends get together and go to sleep together. As described above, the front main character 3A and the rear main character 3B are differentiated and their behavioral display is made different. This allows the front area 11 and the rear area 12 to construct a common field 2 called "starry sky," while the front scene 4A and the rear scene 4B are made different. In the example of Fig. 5(A), in the common field 2 of "starry sky", for example, a relationship can be imagined in which the lion in the front area 11 misses the animals in the rear area 12. In this case, the coordinated activity expressions and emotional expressions in the rear area 12 act on the front main character 3A, which has a relatively large surface area in the front area 11, making it easier to develop a linked narrative between the front and back sides. This allows imagination to expand to the characters' past and future, providing the seeds for various story developments.

[0034] In FIG. 5(B), in the front area 11 and the rear area 12, a "forest" field 2 is constructed by arranging plants and flowers as the field object 1. In the front area 11, a parent bear as the front main character 3A and a baby bear as the front sub-character 5A are arranged. In the "forest", the parent bear shows an emotional expression of relief while holding the baby bear in its arms (coordinated behavioral expression). This constitutes a front scene 4A showing a harmonious parent-child relationship of a family. In the rear area 12, a parent koala as the rear main character 3B and a baby koala as the rear sub-character 5B are arranged. In the "forest", the parent koala shows an emotional expression of relief while carrying the baby koala on its back (coordinated behavioral expression). In addition, as the rear sub-characters 5B, a behavioral display (coordinated behavioral display) of a mother and baby alpaca squatting down to rest and talking with smiles is shown. The alpaca and its child show a harmonious relationship, similar to the koala and its child, and show behavioral displays in cooperation with the rear main character 3B. This forms a rear scene 4B in the rear area 12, showing the harmonious parent-child relationship between the two families. As described above, the front main character 3A and the rear main character 3B are different from each other and their behavior display is the same. This allows the front area 11 and the rear area 12 to create a common field 2 called "forest," while the front scene 4A and the rear scene 4B are different. In the example of FIG. 5(B), in the common field 2 of "forest," for example, the front area 11 of a mother bear and her cubs and the back area 12 of a mother koala and her cubs and a mother alpaca and her cubs are alternately shown, and many harmonious parent-child relationships can be imagined in various places in the forest. In addition, peace is created throughout the forest. In this case, the front main character 3A, which has a relatively large area in the front area 11, is acted upon by the coordinated activity expressions and emotional expressions in the back area 12, making it easier to develop a linked narrative between the front and back sides. This allows the imagination to expand about the daily lives of the characters, providing the seeds for various story developments.

[0035] In FIG. 5(C), in the front area 11 and the rear area 12, a "night" field 2 is constructed by arranging stars, moons (crescent and full moons), and a circus tent as field objects 1. In the front area 11, an elephant wearing trousers as the front main character 3A and a kick scooter as the front support object 6A are arranged. In front of the "night" tent, a front scene 4A is constructed in which the elephant is playing alone, smiling and having fun riding the kick scooter. The kick scooter as the front support object 6A supports the activity expression indicated by the behavioral display of the front main character 3A, "playing", by the elephant riding it. In the rear area 12, a fox as the rear main character 3B is riding a bicycle as the rear support object 6B, indicating "playing". In addition, a behavioral display (linked behavioral display) of a skunk as the rear sub-character 5B is shown playing with a ring beside the rear main character 3B as if to support the riding of the bicycle. Also, a bird is shown as a rear sub-character 5B watching over the two of them. This constitutes a rear scene 4B in the rear area 12, showing the fox and the skunk having fun playing together in the town at "night." As described above, the front main character 3A and the rear main character 3B are different from each other and their behavior display is the same. This allows the front area 11 and the rear area 12 to create a common field 2 called "night," while the front scene 4A and the rear scene 4B are different. In the example of FIG. 5(C), in the common field 2 of "night", for example, the front area 11 and the rear area 12 are alternately shown, and a fun atmosphere of many friends who have seen a circus is imagined. Also, the liveliness of the town influenced by the circus is created. In particular, in the rear scene 4B, the appearance of the rear sub-character 5B creates a fun atmosphere among friends. In this context, the coordinated activity expression and emotional expression in the rear area 12 act on the front main character 3A, which has a relatively large area in the front area 11, making it easier to develop a story that is linked between the front and back sides. This allows the imagination to expand about the daily lives of the characters, and provides the seeds for various story developments.

[0036] In FIG. 6(A), in the front area 11 and the rear area 12, a field 2 of "sky" is constructed by disposing a sun and clouds as field objects 1. In the front area 11, a mouse as the front main character 3A and an airplane as the front support object 6A are disposed. In addition, a bird as the front sub-character 5A is flapping its wings and flying at a higher position than the airplane. A front scene 4A is configured in which the mouse is riding on the airplane and flying alone while watching the flapping bird and looking into the distance. The airplane as the front support object 6A supports the activity expression indicated by the behavior display of the front main character 3A, "adventure", by the mouse riding on it. In the rear area 12, a fox as the rear main character 3B is riding on the airplane as the rear support object 6B. In addition, a behavior display (linked behavior display) is shown in which a bear as the rear sub-character 5B drives a car as if chasing the rear main character 3B below. As a result, in the rear area 12, a rear scene 4B is formed in which the fox and the bear are having a vehicle race. As described above, the front main character 3A and the rear main character 3B are different from each other and their behavior display is the same. This allows the front area 11 and the rear area 12 to create a common field 2 called "sky," while the front scene 4A and the rear scene 4B are different. In the example of Fig. 6(A), in the common field 2 of "sky", for example, a mouse in the front area 11 and a fox and a bear in the rear area 12 are competing with each other, with the mouse always ahead. In this situation, the coordinated activity expressions and emotional expressions in the rear area 12 act on the front main character 3A, which has a relatively large surface area in the front area 11, making it easier to develop a story that links the front and back surfaces. This provides the seeds for various story developments, such as imagining a friendly relationship between the mouse, the fox, and the bear.

[0037] In FIG. 6(B), in the front area 11 and the rear area 12, a "grassland" field 2 is constructed by arranging grass (grass carpet), flowers, and mushrooms as field objects 1. In the front area 11, a deer as the front main character 3A is shown sleeping on the grass. In addition, a hedgehog as the front sub-character 5A is shown sleeping on the grass beside the front main character 3A (cooperative behavior display). This constitutes a front scene 4A in which the deer is taking a nap together with its hedgehog friend. In the rear area 12, a rear scene 4B in which a bear as the rear main character 3B is taking a nap alone on the grass is constituted. As described above, the front main character 3A and the rear main character 3B are different from each other and their behavior display is the same. This allows the front area 11 and the rear area 12 to create a common field 2 called "grassland," while the front scene 4A and the rear scene 4B are different. In the example of Fig. 6(B), the common field 2 is "grassland," and the vastness of the grassland can be felt, for example. In addition, the contrast between the friendship between the deer and the hedgehog in the front area 11 and the bear sleeping alone in the back area 12 allows us to imagine the events that led to that point and the behavior of the bear after waking up from its nap. This provides the seeds for various story developments.

[0038] In FIG. 6(C), in the front area 11 and the rear area 12, a "forest" field 2 is constructed by arranging flowers and plants as the field object 1. In the front area 11, a front scene 4A is constructed in which a panda plays with grass in both hands as the front main character 3A. In the rear area 12, a polar bear is shown as the rear main character 3B having fun with its face turned toward the leaves of a drooping branch. In addition, a penguin, which is the same animal, is shown riding on a turtle as the rear sub-character 5B. The penguin riding on the turtle approaches the polar bear and talks to it (a coordinated behavior display). As a result, in the rear area 12, a rear scene 4B is constructed in which the polar bear talks to its friend on the leaves of the branch or beyond, and the penguin talks to the polar bear. As described above, the front main character 3A and the rear main character 3B are differentiated and their respective action displays are made different. This allows the front area 11 and the rear area 12 to construct a common field 2 called "forest," while the front scene 4A and the rear scene 4B are made different. In the example of Fig. 6(C), in the common field 2 called "forest", for example, it can be imagined that the area where the pandas are in the front area 11 is connected to the area where the polar bears, penguins, and turtles are in the rear area 12. In this case, the linked activity expressions and emotional expressions in the rear area 12 act on the front main character 3A, which has a relatively large area in the front area 11, making it easier to develop a linked narrative between the front and back sides. This provides the seeds for various story developments.

[0039] In FIG. 7(A), in the front area 11 and the rear area 12, a "night sky" field 2 is constructed by arranging stars, shooting stars, a crescent moon, and clouds as the field objects 1. In the front area 11, a giraffe is shown sleeping on a cloud as the front main character 3A. In addition, a raccoon, which is the same animal, is shown sleeping on the crescent moon as the front sub-character 5A. This constitutes a front scene 4A in which the two are sleeping together. In the rear area 12, an elephant is shown sleeping on a cloud as the rear main character 3B. In addition, a gibbon, which is the same animal, is shown sleeping hanging from a cloud as the rear sub-character 5B, and a panda is shown sleeping hugging the crescent moon. This constitutes a rear scene 4B in which more friends are gathered together and sleeping together in the rear area 12. As described above, the front main character 3A and the rear main character 3B are different from each other and their behavior display is the same. This allows the front scene 4A and the rear scene 4B to be different from each other while constructing a common field 2 called "night sky" in the front area 11 and the rear area 12. In the example of Fig. 7(A), in the common field 2 of "night sky," for example, a giraffe and a raccoon in the front area 11 are dreaming the same dream as the elephant, the gibbon, and the panda in the rear area 12. This allows the coordinated activity expressions and emotional expressions in the rear area 12 to act on the front main character 3A, which has a relatively large surface area in the front area 11, making it easier to develop a narrative that links the front and back surfaces. This provides the seeds for various story developments.

[0040] In FIG. 7(B), in the front area 11 and the rear area 12, a "nature" field 2 is constructed by arranging grass, flowers, tree stumps, mushrooms, and fallen leaves as field objects 1. In the front area 11, an elephant as the front main character 3A is shown sitting and gazing into the distance. In addition, a butterfly as the front sub-character 5A is shown fluttering around the elephant without fear. The front scene 4A in which the elephant is taking a leisurely rest in the "nature" of a peaceful daytime is constructed by the coordinated behavior display of the front main character 3A and the front sub-character 5A. In the rear area 12, a lion as the rear main character 3B is shown carrying a lot of fallen leaves on a handcart as the rear support object 6B. In addition, a coordinated behavior display of a small bird as the rear sub-character 5B perches on a tree stump and watches and cheers on the lion as he works is shown. As a result, in the rear area 12, a rear scene 4B is formed in which everyone tries to clean up nature. As described above, the front main character 3A and the rear main character 3B are differentiated and their behavioral display is made different. This allows the front area 11 and the rear area 12 to construct a common field 2 of "nature," while the front scene 4A and the rear scene 4B are made different. In the example of Fig. 7(B), in the common field 2 of "nature," for example, a peaceful world of harmonious nature inhabitants can be imagined. This allows the linked activity expressions and emotional expressions in the rear area 12 to act on the relatively large area of ​​the front main character 3A in the front area 11, making it easier to develop a linked narrative between the front and back sides. This provides the seeds for various story developments.

[0041] In FIG. 7(C), in the front area 11 and the rear area 12, a field 2 of the "ancient world" is constructed by arranging ferns, palm trees, broken eggs, fallen leaves, and a volcano as field objects 1. In the front area 11, a coordinated behavior display is shown in which a parent dinosaur as the front main character 3A takes a walk while talking to a child dinosaur as the front sub-character 5A. In addition, as another front sub-character 5A, a newborn baby dinosaur peeking out of an eggshell and an ancient bird walking nearby are shown. This constitutes a front scene 4A showing the harmonious relationship between a parent and child dinosaur in the "ancient world" and various life forms surrounding them. In the rear area 12, a dinosaur is shown as the rear main character 3B. This dinosaur is shown as a newborn baby dinosaur in the front scene 4A that has grown into a child dinosaur. A coordinated behavior display is shown in which this dinosaur faces another dinosaur (rear sub-character 5B) and stares and chats with it. As a result, in the rear area 12, a rear scene 4B is formed, which shows the dinosaurs getting along well with each other. As described above, the front main character 3A and the rear main character 3B are differentiated to display different actions. This allows the front area 11 and the rear area 12 to construct a common field 2 called the "ancient world," while the front scene 4A and the rear scene 4B are different. In the example of Fig. 7(C), in the common field 2 of "the ancient world," various friendly relationships and the birth and growth of life can be imagined, for example. This allows the linked activity expressions and emotional expressions of the rear area 12 to act on the relatively large area of ​​the front main character 3A in the front area 11, making it easier to develop a linked narrative between the front and back sides. This provides the seeds for various story developments.

[0042] In FIG. 8(A), in the front area 11 and the rear area 12, a field 2 "above the clouds" is constructed by arranging stars, clouds, balloons, and a full moon as field objects 1. In the front area 11, a front scene 4A is constructed in which a bear, as the front main character 3A, stands alone on a cloud. In the rear area 12, an elephant, as the rear main character 3B, is shown standing on a cloud. In addition, a mouse, as the rear sub-character 5B, is shown riding on the same cloud as the elephant, and talking face to face with another mouse, as the rear sub-character 5B, riding on a balloon. Furthermore, a horse riding on a balloon and a fox riding on a cloud are shown as other rear sub-characters 5B. As a result, in the rear area 12, a rear scene 4B is constructed in which the friends freely move around using balloons and clouds as means of transportation and enjoy talking. As described above, the front main character 3A and the rear main character 3B are different from each other and their behaviors are the same. This allows the front area 11 and the rear area 12 to create a common field 2 called "above the clouds," while the front scene 4A and the rear scene 4B are different. In the example of FIG. 8(A), in the common field 2 "above the clouds," for example, the front area 11 and the rear area 12 are alternately shown, imagining a free world "above the clouds." In particular, in the rear scene 4B, the appearance of the rear sub-character 5B creates an atmosphere of friends having fun playing together. In this context, the coordinated activity expressions and emotional expressions in the rear area 12 act on the front main character 3A, which has a relatively large area in the front area 11, making it easier to develop a story that is linked between the front and back sides. This allows the imagination to expand about the daily lives of the friends. There are seeds for various story developments.

[0043] In FIG. 8(B), in the front area 11 and the rear area 12, a field 2 of the "wild field" is constructed by arranging flowers, cacti, and leaves as the field objects 1. In the front area 11, a lion as the front main character 3A is shown sitting down and resting with a smile. In addition, a pelican and a small bird as the front sub-characters 5A are arranged around the lion. The lion is looking at the small bird, and the pelican is looking at the lion. This constitutes a front scene 4A of a peaceful daily life in the "wild field". In the rear area 12, a lion as the rear main character 3B is shown running in the "wild field". In addition, a pelican and two small birds are arranged as the rear sub-characters 5B. The pelican and the flying small bird are watching the lion running from a distance, and the perched small bird is cheering on the lion. This constitutes a rear scene 4B of friendly friends and friends who like the lion. As described above, the front main character 3A and the rear main character 3B are the same but their behaviors are different. This allows the front area 11 and the rear area 12 to create a common field 2 called a "wild field," while the front scene 4A and the rear scene 4B are different. In the example of Fig. 8(B), a peaceful "wilderness" is imagined in which, for example, a lion is loved and supported by his friends in the common field 2 called "wilderness." In this case, the linked activity expressions and emotional expressions in the rear area 12 act on the relatively large area of ​​the front main character 3A in the front area 11, making it easier to develop a linked narrative between the front and back sides. This provides the seeds for various story developments.

[0044] In FIG. 8(C), in the front area 11 and the rear area 12, a "forest" field 2 is constructed by arranging flowers, mushrooms, and tree stumps as field objects 1. In the front area 11, a front scene 4A is constructed in which a fawn as the front main character 3A is talking to a butterfly and a squirrel as the front sub-characters 5A, saying "Let's go." In the rear area 12, a hedgehog as the rear main character 3B is shown standing on a tree stump and talking to a small bird as the rear sub-character 5B. In addition, a butterfly and a ladybug as the rear sub-characters 5B are watching from the surroundings. As a result, in the rear area 12, a rear scene 4B is constructed showing the fun daily life of friends in the "forest." As described above, the front main character 3A and the rear main character 3B are different from each other and their behavior display is the same. This allows the front area 11 and the rear area 12 to create a common field 2 called "forest," while the front scene 4A and the rear scene 4B are different. In the example of FIG. 8(C), in the common field 2 of "forest," for example, the front area 11 and the rear area 12 are alternately shown, and the fun world of "forest" is imagined. In this world, the linked activity expressions and emotional expressions of the rear area 12 act on the front main character 3A, which has a relatively large surface area in the front area 11, making it easier to develop a story that links the front and back sides. This then expands the imagination about the daily lives of the friends. This provides the seeds for various story developments.

[0045] In FIG. 9(A), in the front area 11 and the rear area 12, a "sea" field 2 is constructed by arranging starfish, water plants, seaweed, and shells as field objects 1. In the front area 11, the mermaid princess as the front main character 3A is shown gazing with a smile. In addition, the mermaid princess is surrounded by a dolphin, a seahorse, and a jellyfish as the front sub-characters 5A. This constitutes a front scene 4A in which the mermaid princess and her friends are swimming happily. In the rear area 12, a rear scene 4B is constituted in which a dolphin as the rear main character 3B is swimming happily together with another dolphin (rear sub-character 5B). As described above, the front main character 3A and the rear main character 3B are different from each other and their behaviors are the same. This allows the front area 11 and the rear area 12 to create a common field 2 called "sea," while the front scene 4A and the rear scene 4B are different. In the example of Fig. 9(A), in the common field 2 of "sea", for example, the front area 11 and the rear area 12 are alternately shown to imagine a free world in the "sea". In this, the linked activity expression and emotional expression in the rear area 12 act on the front main character 3A, which has a relatively large area in the front area 11, making it easier to develop a story that links the front and back sides. This provides the seeds for various story developments.

[0046] In FIG. 9(B), in the front area 11 and the rear area 12, a "ranch" field 2 is constructed by arranging flowers and fences as the field object 1. In the front area 11, a donkey as the front main character 3A is shown running away with a smile on its back, carrying a chick as the front sub-character 5A. In addition, two sheep and one chicken as further front sub-characters 5A are shown surrounding the donkey and having fun. This constitutes a front scene 4A in which the donkey is surrounded by its friends and having fun. In the rear area 12, a duck as the rear main character 3B is shown spreading its wings on a tractor as the rear support object 6B. In addition, a sheep and a chicken as the rear sub-characters 5B are shown smiling at the duck. This constitutes a rear scene 4B in which the friends are having fun. As described above, the front main character 3A and the rear main character 3B are differentiated and their behaviors are made different. This allows the front area 11 and the rear area 12 to build a common field 2 called a "ranch," while the front scene 4A and the rear scene 4B are made different. In the example of Fig. 9(B), in the common field 2 of "ranch", for example, by alternately showing the front area 11 and the back area 12, various fun worlds of "ranch" can be imagined. There are various seeds of story development there.

[0047] In FIG. 9(C), in the front area 11 and the rear area 12, a "grassland" field 2 is constructed by arranging grass (grass carpet) and flowers as field objects 1. In the front area 11, a front scene 4A is constructed in which a mother fox as the front main character 3A is wearing a flower ornament on her ears and smilingly conversing on the grass while protecting two baby foxes (front sub-characters 5A) under her body. In the rear area 12, a rear scene 4B is constructed in which a mother swan as the rear main character 3B is smilingly conversing with her baby swan (rear sub-character 5B) facing each other on the grass, trying to tell her something. As described above, the front main character 3A and the rear main character 3B are differentiated and their behavioral display is made different. This allows the front area 11 and the rear area 12 to construct a common field 2 called "grassland," while the front scene 4A and the rear scene 4B are made different. In the example of Fig. 9(C), various harmonious parent-child relationships can be imagined in the common field 2 called "grassland", for example. There are various seeds for story development there.

[0048] 10(A), in the front area 11 and the rear area 12, a "forest" field 2 is constructed by arranging leafy trees, branches with leaves, and mushrooms as field objects 1. In the front area 11, a front scene 4A is constructed in which a fox as the front main character 3A, together with a reindeer and an owl as the front sub-characters 5A, stand facing forward as friends. In the rear area 12, a rear scene 4B is constructed in which a reindeer as the rear main character 3B, together with a bear as the rear sub-character 5B, stand facing forward as friends in the depths of the "forest" surrounded by trees. As described above, the front main character 3A and the rear main character 3B are different from each other and their behavior display is the same. This allows the front area 11 and the rear area 12 to create a common field 2 called "forest," while the front scene 4A and the rear scene 4B are different. In the example of Figure 10(A), in the common field 2 of "forest," for example, the front area 11 and the back area 12 are alternately shown, and friendships can be imagined in various places in the "forest." This provides the seeds for various story developments.

[0049] In FIG. 10(B), in the front area 11 and the rear area 12, a "night sky" field 2 is constructed by arranging stars and floating balloons as the field objects 1. In the front area 11, a bear (front main character 3A) wearing a circus costume is shown riding a bicycle (front support object 6A). In addition, a cat (front sub-character 5A) wearing a circus costume is shown spinning a disk next to the bear. Also, a parasol is arranged as the front support object 6A. This constitutes the front scene 4A in which friends are having fun performing acrobatics in the "night sky". In the rear area 12, a tiger (rear main character 3B) is shown jumping through a hoop (rear support object 6B). In addition, a dolphin (rear sub-character 5B) is shown jumping on a platform next to the tiger and arching its body. Next to these, a box with a ribbon and a flag are displayed as the rear support object 6B. This creates the rear scene 4B, in which the friends have fun performing tricks in the "night sky." As described above, the front main character 3A and the rear main character 3B are differentiated and their behavioral display is made different. This allows the front area 11 and the rear area 12 to construct a common field 2 called "night sky," while the front scene 4A and the rear scene 4B are made different. In the example of Fig. 10(B), in the common field 2 of "night sky", for example, the front area 11 and the back area 12 are shown alternately, and the interaction of many friends can be imagined. There are various seeds for story development.

[0050] 10(C), in the front area 11 and the rear area 12, a "starry sky" field 2 is constructed by arranging stars, the moon, and clouds as field objects 1. In the front area 11, a front scene 4A is constructed in which an adult monster as the front main character 3A flaps its large wings and soars into the distance, gazing into the distance. In the rear area 12, a rear scene 4B is constructed in which a child monster as the rear main character 3B watches over an egg (rear sub-character 5B) on a cloud. As described above, the front main character 3A and the rear main character 3B are differentiated and their behavioral display is made different. This allows the front area 11 and the rear area 12 to construct a common field 2 called "starry sky," while the front scene 4A and the rear scene 4B are made different. In the example of Fig. 10(C), in the common field 2 of "starry sky", for example, the front area 11 and the rear area 12 are alternately shown, and a scene of an adult monster watching over the growth of a baby monster and the hatching of an egg (the birth of life) can be imagined. Or, a staged growth from an egg in the rear area 12 to a baby monster and then to an adult monster can be imagined. There are various seeds for story development.

[0051] In FIG. 11(A), in the front area 11 and the rear area 12, a "forest" field 2 is constructed by arranging flowers and branches with leaves as field objects 1. In the front area 11, an elephant as the front main character 3A is shown smiling and talking to a giraffe as the front sub-character 5A. In addition, a zebra as the further front sub-character 5A is shown nearby, smiling and watching the conversation. This constitutes a front scene 4A in which the friends in the "forest" are having fun. In the rear area 12, a lion as the rear main character 3B is shown smiling and talking to a rhinoceros as the rear sub-character 5B. In addition, a tiger as the rear sub-character 5B is shown nearby, smiling and watching the conversation. This constitutes a rear scene 4B as another scene in which the friends are having fun. As described above, the front main character 3A and the rear main character 3B are different from each other and their behavior display is the same. This allows the front area 11 and the rear area 12 to create a common field 2 called "forest," while the front scene 4A and the rear scene 4B are different. In the example of Fig. 11(A), in the common field 2 of "forest", for example, by alternately showing the front area 11 and the back area 12, various fun conversations between friends in the "forest" can be imagined. There are various seeds for story development.

[0052] In FIG. 11(B), in the front area 11 and the rear area 12, a "field" field 2 is constructed by arranging flowers and huts as the field objects 1. In the front area 11, a donkey as the front main character 3A is shown smiling and talking to a duck as the front sub-character 5A. In addition, a chicken and a chick as the further front sub-characters 5A are shown watching over the donkey. This constitutes a front scene 4A in which the donkey is surrounded by his friends and talking happily. In the rear area 12, a sheep as the rear main character 3B is shown talking to his friends on a cart (rear support object 6B) together with two chickens as the rear sub-characters 5B. In addition, a chick as the rear sub-character 5B is shown watching the conversation with a smile. This constitutes a rear scene 4B in which the friends are having fun. As described above, the front main character 3A and the rear main character 3B are different from each other and their behavior display is the same. This allows the front area 11 and the rear area 12 to create a common field 2 called a "field," while the front scene 4A and the rear scene 4B are different. In the example of Fig. 11(B), in the common field 2 called "field", for example, by alternately showing the front area 11 and the back area 12, various fun worlds of "field" can be imagined. There are various seeds of story development there.

[0053] In FIG. 11C, in the front area 11 and the rear area 12, a "grassland" field 2 is constructed by arranging cacti and flowers as field objects 1. In the front area 11, a parent alpaca as the front main character 3A is shown resting with its hips lowered. In addition, a baby alpaca as the front sub-character 5A is shown standing there waiting for the parent alpaca to start moving. This constitutes a front scene 4A in which the parent alpaca and its baby take a rest during their journey in the "grassland". In the rear area 12, a parent alpaca as the rear main character 3B starts running energetically, and a baby alpaca as the rear sub-character 5B chases after it, forming a rear scene 4B. As described above, the front main character 3A and the rear main character 3B are the same but their behaviors are different. This allows the front area 11 and the rear area 12 to create a common field 2 called a "grassland," while the front scene 4A and the rear scene 4B are different. In the example of Fig. 11(C), in the common field 2 of "grassland", for example, the front area 11 and the back area 12 are alternately shown, and the drama of a journey through the "grassland" is imagined. There are various seeds for story development.

[0054] In FIG. 12(A), in the front area 11 and the rear area 12, a "sky" field 2 is constructed by arranging the sun, clouds, and trees visible under the clouds as field objects 1. In the front area 11, a front scene 4A is constructed in which a raccoon as the front main character 3A is riding on an airplane as the front support object 6A and looking far into the distance. At that time, there is a balloon (front support object 6A) below the airplane, indicating that the airplane is flying at a high position. In the rear area 12, a lion as the rear main character 3B is flying on a balloon as the rear support object 6B. In addition, a rear scene 4B is constructed in which a zebra as the rear sub-character 5B is carrying a monkey on its back and chasing the lion with a giraffe, smiling. As described above, the front main character 3A and the rear main character 3B are different from each other and their behavior display is the same. This allows the front area 11 and the rear area 12 to create a common field 2 called "sky," while the front scene 4A and the rear scene 4B are different. In the example of FIG. 12(A), in the common field 2 of "sky," for example, there are various ways to enjoy "sky," which stimulates interest in adventure. There are various seeds for story development.

[0055] 12(B), in the front area 11 and the rear area 12, a "circus" field 2 is constructed by arranging a circus tent, balloons, umbrellas, ice cream, cakes, and stars as field objects 1. In the front area 11, a front scene 4A is constructed in which a costumed elephant, acting as the front main character 3A, is performing acrobatics on a platform (front support object 6A). In the rear area 12, a rear scene 4B is constructed in which a panda, acting as the rear main character 3B, is performing a tightrope walking stunt on a rope (rear support object 6B) together with a mouse (rear sub-character 5B) riding a unicycle. As described above, the front main character 3A and the rear main character 3B are differentiated and their behavioral display is made different. This allows the front area 11 and the rear area 12 to construct a common field 2 called "circus," while the front scene 4A and the rear scene 4B are made different. In the example of FIG. 12(B), in a common field 2 called "circus," for example, the front area 11 and the rear area 12 are alternately shown, creating a fun circus atmosphere. In particular, the rear sub-character 5B appears in the rear scene 4B, further enhancing the fun circus atmosphere. This allows the coordinated activity and emotional expressions in the rear area 12 to act on the front main character 3A, which has a relatively large area in the front area 11, making it easier to develop a narrative that links the front and back. This provides the seeds for various story developments.

[0056] In FIG. 12(C), in the front area 11 and the rear area 12, a "forest" field 2 is constructed by arranging large tree branches and flowers as field objects 1. In the front area 11, a cat as the front main character 3A is shown playing the violin (front support object 6A) on the branch of a large tree. In addition, a mouse as the front sub-character 5A is shown enjoying listening to the cat's violin under the tree branch. This constitutes a front scene 4A showing a "forest" concert. In the rear area 12, a rear scene 4B is constituted in which a dog as the rear main character 3B is dressed in a bow tie and singing together with a baby mouse (rear sub-character 5B) riding on the pendulum of a wall clock (rear support object 6B) and two adult mice (rear sub-characters 5B). As described above, the front main character 3A and the rear main character 3B are differentiated and their respective action displays are made different. This allows the front area 11 and the rear area 12 to construct a common field 2 called "forest," while the front scene 4A and the rear scene 4B are made different. In the example of Fig. 12(C), in the common field 2 of "forest", for example, the front area 11 and the back area 12 are alternately shown, and one can imagine a fun concert in various places. This provides the seeds for various story developments.

[0057] In the diaper 100, the field object 1, field 2, main character 3 (3A, 3B), scene 4 (4A, 4B), sub-character 5 (5A, 5B) and support object 6 (6A, 6B) (hereinafter collectively referred to as design D) are arranged on the non-skin facing sides of the front region 11 and rear region 12, i.e., so as to be visible from the outside of the diaper 100. From this perspective, it is preferable that design D be arranged as follows. First, as shown in Fig. 13, the diaper 100 basically comprises a top sheet 101 on the skin side, an absorbent body 102, and an outer sheet 103 on the non-skin side. The outer sheet 103 comprises a moisture-permeable film 104 that is poorly permeable to liquids, and a single-layer or multi-layer outer nonwoven fabric 105 covering the non-skin side (in Fig. 13, the outer nonwoven fabric 105 is shown as having three layers). Design D is disposed on the non-skin facing side of moisture permeable film 104 which is poorly permeable to liquids, and can be seen through outer nonwoven fabric 105 which is single-layered or multi-layered. The opacity of the single-layer or multi-layer outer nonwoven fabric 105 is preferably 60% or less. By setting the opacity to 60% or less, the design D printed on the liquid-resistant moisture-permeable film 104 can be easily seen by the baby and the person (parent, etc.) who is putting the baby on the diaper, and the above-mentioned effects of the present invention are more easily achieved. In this respect, the opacity is more preferably equal to or less than 40%, and further preferably equal to or less than 25%. The single-layer or multi-layer outer nonwoven fabric 105 may be made of any of a variety of fiber materials and fiber configurations capable of achieving the above-mentioned opacity.

[0058] The design D can be formed by conventional means such as printing. As long as the diaper 100 can achieve the above-mentioned effects of design D, the shape, materials, manufacturing method, etc. thereof can be any shape, material, manufacturing method, etc. that are commonly used for diapers, without any particular limitations.

[0059] (Method of measuring opacity) 1) Remove the test nonwoven fabric from the product. If it is attached to other parts with hot melt or other adhesives, peel it off with cold spray or other means. 2) Place the test nonwoven fabric on the measurement port and cover it with the white standard plate. 3) Read the data using a measuring device. 4) After making the measurement, remove the white tile and replace it with the black standard tile without moving the test specimen. 5) Take a second reading and calculate the opacity as follows: Opacity = Yblack (brightness of black background) / Ywhite (brightness of white background) x 100 Each measurement is carried out five times and the average value is calculated. The measurement device used is a spectrophotometer SE-2000 manufactured by Nippon Denshoku Industries Co., Ltd.

[0060] In order to further enhance the visibility of design D in the diaper 100, it is preferable that the positional relationship with the diaper component configuration satisfies one or both of the following requirements (1) and (2). Note that the area of ​​field 2 described below is measured based on the above-mentioned (Method of defining the area of ​​field 2). (1) In a plan view, the overlap between the field 2 and the absorber 102 in each of the front region 11 and the rear region 12 is preferably 80% or more, and more preferably 90% or more, of the area of ​​each field 2. This increases the area where the field 2 overlaps on the absorber 102, where wrinkles due to the elastic member are less likely to occur, and thereby makes the field 2 more visible. (2) In plan view, the overlap between the field 2 and the elastic member in each of the front region 11 and the rear region 12 is preferably 30% or less, more preferably 20% or less, of the area of ​​each field 2. This reduces the overlap between the field 2 and the elastic member, making the field 2 less likely to wrinkle and more accurately visible. When a plurality of elastic members are arranged in a bundle with a space therebetween, such as the waist elastic member 106 and the leg elastic member 107 shown in Figs. 14 and 15, the above ratio is measured as the overlap between the area of ​​the elastic member and the field 2 as determined by the width of the bundle. Although Figs. 14 and 15 show pants-type diapers, the above also applies to other types of diapers (e.g., tape-type diapers).

[0061] The diaper 100 is usually sold in the form of a package in which a plurality of diapers are placed in a packaging bag. It is preferable that the package contains a group of diapers including a plurality of different scenes 4. For example, it is preferable that the combination of the front scene 4A and the back scene 4B is different for each diaper. In this case, it is preferable that the diapers with different scenes 4 are randomly stored in the package bag without any regularity, so that the above-mentioned story development can be enjoyed freshly every time a diaper is changed. As long as it is random, it is acceptable for some diapers to have the same scene.

[0062] In the package, it is preferable that the content of scene 4 is different for each size of the diaper 100. For example, it is preferable that the content of scene 4 is made more advanced as the standard size of the diaper 100 increases so as to correspond to the target age of the infant. For example, the content of scene 4 in Figs. 5 and 6 may be applied to a diaper of S size, the content of scene 4 in Figs. 7 and 8 to a diaper of M size, the content of scene 4 in Figs. 9 and 10 to a diaper of L size, and the content of scene 4 in Figs. 11 and 12 to a diaper of Big size, and packages of the respective sizes may be formed. Also, a series of packages may be formed by setting a plurality of packages. In the latter case, for example, the following may be mentioned. An example of such a series of packages includes two or more different sizes of diapers, and the plurality of types of diapers are divided and stored in at least a first group and a second group. Each of the divided groups is a package in which a plurality of the diapers 100 described above are stored in a packaging bag, and each of the packaging bags stores a group of diapers including a plurality of different scenes 4. The combinations of scenes are independent between the divided groups. "Independent" here means that, in the divided groups, that is, the respective scenes in the group of diapers stored in the first group are different from the respective scenes in the group of diapers stored in the second group. The series of packages preferably includes a plurality of types of diapers, three or more types of diapers having different sizes, and the plurality of types of diapers are stored divided into at least a first group, a second group and a third group. More preferably, the series of packages includes a plurality of types of diapers, four or more different sizes, which are stored divided into at least a first group, a second group, a third group and a fourth group. In the above-mentioned preferred and more preferred embodiments, each of the divided groups is a package in which a plurality of the diapers 100 described above are packed in a packaging bag, and each of the packaging bags contains a group of diapers including a plurality of different scenes 4. The combinations of scenes are independent between the divided groups. The above-mentioned division into the first, second, third and fourth groups may be made based on any criteria. For example, the size of the diapers to be stored may be used as the criteria. In this case, it is preferable that the sizes of the diapers are different for each divided group (each package), i.e., the same size group of diapers is stored in the same package.

[0063] In relation to the above-mentioned embodiments, the present invention further discloses the following diaper, a package including the diaper, and a series of packages including the diaper.

[0064] <1> A diaper having a skin side and a non-skin side, the diaper is folded back at a longitudinal center portion toward the skin-facing side with the skin-facing side facing inward and the non-skin-facing side facing outward, thereby forming a front region and a rear region; a field object for forming a specific field is arranged in the front region and the rear region, and a plurality of the field objects are arranged in the front region and the rear region to construct a field common to the front region and the rear region; In the front area, a front main character having an area larger than that of the field object is disposed with an action display, In the rear area, a rear main character having an area smaller than that of the front main character is disposed with an action display, The field object and the front main character compose a scene in the front area, and the field object and the rear main character compose a scene in the rear area, and the front scene composes in the front area and the rear scene composes in the rear area are different. Diapers.

[0065] <2> In the front area, a front sub-character associated with the front main character is arranged relative to the front main character. <1> The diaper according to claim 1. <3> The front main character and the front sub-character are given coordinated action displays, <2> The diaper according to claim 1. <4> In the rear area, a rear sub-character associated with the rear main character is arranged relative to the rear main character. <1> ~ <3> 13. The diaper according to any one of claims 1 to 12. <5> The rear main character and the rear sub-character are given coordinated action displays, <4> The diaper according to claim 1.

[0066] <6> In the front region, a front support object is arranged to support the activity expression shown by the action display of the front main character. <1> ~ <5> 13. The diaper according to any one of claims 1 to 12. <7> In the rear area, rear support objects are arranged to support the activity expression shown by the action display of the rear main character. <1> ~ <6> 13. The diaper according to any one of claims 1 to 12.

[0067] <8> The front main character and the rear main character are different and their behavioral display is the same; <1> ~ <7> 13. The diaper according to any one of claims 1 to 12. <9> The front main character and the rear main character are the same, but their behavioral display is different; <1> ~ <7> 13. The diaper according to any one of claims 1 to 12. <10> The field object in the front region and the field object in the rear region have a common color. <1> ~ <9> 13. The diaper according to any one of claims 1 to 12. <11> The above <1> ~ <10> A package in which a plurality of the diapers according to any one of claims 1 to 5 are stored in a packaging bag, the package containing a group of diapers including a plurality of different scenes.

[0068] <12> A series of packages including two or more types of diapers of different sizes, the types of diapers being divided into at least first and second groups, each of the divided groups comprising: <1> ~ <10> A series of packages comprising a plurality of the diapers described in any one of claims 1 to 5 stored in a packaging bag, each of which stores a group of diapers including a plurality of different scenes, and the combinations of scenes are independent between the separated groups. <13> The types of diapers included are three or more types with different sizes, and are stored in at least a first group, a second group, and a third group. <12> A series of packages as described in <14> The types of diapers included are four or more types with different sizes, and are stored in at least a first group, a second group, a third group, and a fourth group. <12> The series of packages described. [Explanation of symbols]

[0069] 100 diapers 1 Field Object 2 Field 3. Main Characters 3A Front main character 3B Rear main character 4 Scenes 4A Front Scene 4B Rear scene 5. Sub-characters 5A Front sub character 5B Rear sub-character 6 Support Objects 6A Front support object 6B Rear support object 11 Anterior area 12 Posterior area 13 Leg opening 14 waist opening 15 areas 16 Inseam Lc Chuo Line

Claims

1. A diaper having a skin-facing side and a non-skin-facing side, The aforementioned diaper has a front region and a rear region, as it is folded back towards the skin side at the longitudinal center, with the skin-facing side facing inward and the non-skin-facing side facing outward. Field objects for forming a specific field are arranged in the front region and the rear region, and by arranging multiple such field objects in the front region and the rear region, a common field is constructed in the front region and the rear region. In the aforementioned front area, a front main character with a larger area than the field object is placed with an action display. In the aforementioned rear area, a rear main character with a smaller area than the front main character is placed, accompanied by an action display. A diaper in which the field object and the front main character constitute a scene in the front region, and the field object and the rear main character constitute a scene in the rear region, and the front scene configured in the front region and the rear scene configured in the rear region are different.

2. The diaper according to claim 1, wherein the front area is provided with a front sub-character related to the front main character.

3. The diaper according to claim 2, wherein the front main character and the front sub-character are each provided with coordinated action displays.

4. The diaper according to any one of claims 1 to 3, wherein the rear region is provided with a rear sub-character related to the rear main character.

5. The diaper according to claim 4, wherein the rear main character and the rear sub-character are each provided with coordinated action displays.

6. The diaper according to any one of claims 1 to 3, wherein the front main character and the rear main character are different, and their respective actions are displayed the same.

7. The diaper according to any one of claims 1 to 3, wherein the front main character and the rear main character are the same, but their respective actions are displayed differently.

8. The diaper according to any one of claims 1 to 3, wherein the field object in the front region and the field object in the rear region have a common color.

9. A package containing multiple diapers according to any one of claims 1 to 3, wherein the package contains a group of diapers including multiple different scenes.

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