Balance Beam Elements with "Lily" Foot Rests

Abstract

A set of longitudinal balance beam elements for support upon and close to the floor for teaching young children the skill of balancing and walking on a long and thin beam comprises hollowed-out longitudinal elements with at least one downwardly extending and spaced flange element at the bottom of one end and an upwardly extending and spaced flange element at the bottom of the other end and a second hollow longitudinal element with a downwardly extending and spaced flange element at one bottom end and a flat opposed end, along with a “lily” pad or rest stop element for connection to said downwardly extending and spaced, flexible mechanical coupling flanges, Two halves of a visual icon are integrated when the components are properly assembled to teach proper connection of the elements and to provide confidence of walking upon the narrow beam.

Description

BACKGROUND OF THE INVENTION

[0001] The present invention is directed to a set of building components sold as a kit for making a toy for assembly into a variety of configurations. When assembled, the components will form a close-to-the-floor balance beam for walking upon by young children and toddlers. In the preferred embodiment, the kit comprises at least four units of a first type of a balance beam element (preferably made of molded or extruded plastic) and a second set of a slightly different balance beam element (also preferably made of molded or extruded plastic) with the two sets capable of mating together, end to end to form a plurality of shapes and configurations for the child / toddler to learn to balance and walk upon. This is intended to be fun for the child and to promote the initial stages of learning and acquiring skill in how to balance and walk upon an above-the-ground, but close to the ground, balance beam (a piece of toddler-friendly gymnastic equipment). The first set of balance beam elements can be provided in units of four per set while the second set of balance beam elements can also be provided in units of four per complete toy set. These can be mated and meshed, end to end, as explained herein, to provide, if desired, a single length of eight (or more) such balance beam elements or the elements can be arranged to form a variety of shapes and configurations.

[0002] Preferably and alternatively, the set can be provided with one or more (preferably five) “lily” pads, i.e., components at various locations along the ends or the length of the extended balance beam elements which provide the small feet of the child / toddler with easy and frequent resting locations. Those “lily” pads or relatively larger resting spots are preferably provided with one, two, or up to five per set, different top surfaces to provide the “lily” pads or resting spots with different tactile surfaces for the bottom or sole of the foot / feet (or hands) of the child or toddler. The “lily” pads or resting spots extend the overall length of the longitudinal connected balance beam elements and allow the kit to assume a greater variety of shapes and configurations-all to maximize play value. Each such “lily” pad and resting spot is preferably provided with eight side surfaces or edges preferably forming an octagon so that the balance beam elements, of either type, can grab and hold onto the “lily” pads at different angles to other balance beam elements possible also connected to the “lily” pads, all to allow for a variety of shapes and configurations to the constructed toy.

[0003] In the preferred embodiment, one of the balance beam elements can mate and secure on one shorter of its sides or edges to a “lily” pad or rest stop with its other end mating and securing to one end of another or a second type of “lily” pad or to another of the balance beam elements. The ends of the balance beam elements are meant to physically and mechanically connect together for security and safety and are also provided with easy mating visual indications to ensure that the balance beam elements are properly assembled for security and safety, too. According to the preferred embodiment of the invention, the top surfaces of the balance beam elements are provided with a first tactile molded surface while the top surfaces of the “lily” pads or resting stops are provided with the same or differing tactile top surfaces, all to enhance the experience of walking along and playing upon the balance beam elements and the “lily” pads and resting stops.

[0004] According to another aspect of the invention, the side walls of the balance beam elements and / or the sides of the “lily” pads are provided and decorated with a three-dimensional (outwardly extending from the wall) wavy design or configuration to allow the visual “look” to a child or toddler walking above and upon the top surface thereof to believe he / she is walking on water. Toward the end of enhancing this “deception” the sides of the “lily” pads can also be decorated with slightly outwardly projecting waves extending along its sides. And in the preferred embodiment, the longitudinal balance beam elements are formed as downwardly and slightly outwardly extending side walls so that the appearance, again, when viewed from above by a child or toddler, seems to present a larger body of water so that the child / toddler believes or is misled to believe he / she is walking upon water. Yet, that configuration also allows for easy ad compact nesting of the elements when the toy is disassembled for storage.

[0005] According to the preferred embodiment of the invention, the balance beam elements are provided at their ends with mating mechanisms (downwardly or upwardly extending resilient flanges or no flange) which cooperate and couple to upwardly extending flanges or a simple straight or flat edge of the adjacent balance beam member. And, as mentioned, the balance beam elements can also secure to one of the eight sides of the octagon-shaped “lily” pads or rest stops by the same flange elements.

[0006] A visual indication of proper assembly is also provided which not only encourages the child as he / she walks above but, also shows the proper and a safe assembly has been provided to adjacent longitudinal balance beam elements. When play is complete, the entire set can be disassembled and stacked together for ease and compact storage, a function of the nesting of the balance beams within one another and the “lily” pads or rest stops being capable of nesting, too.DESCRIPTION OF THE PRIOR ART

[0007] The present invention relates to a set of longitudinal members which when assembled present as a variety of shapes or configurations for encouraging small children or toddlers to practice and learn to balance as they walk thereupon. This relates to a highly difficult skill which gymnasts learn of walking and doing activities upon an above-the-floor balance beam. Those are generally solid wood, about four inches in width and raised above a floor by about 3-4 feet. Acquiring the skill of balancing on a balance beam at the height of an actual gymnastic balance beam can be hard and scary. Walking and doing stunts and routines on those gymnastic balance beams is very difficult, requires skill and can surely be difficult at first until sufficient minimal skill is first acquired and low-to-the-ground basic skills of walking straight on a narrow beam is gained.

[0008] The prior art contains a traditional or formal gymnastic balance beam which can often be adjusted in height. Some training balance beams are close to the ground. They are generally not for toddlers and of long lengths, straight, and not as interesting for children to play and practice upon. In addition, often children “play” walking along a straight line by walking and balancing on a set of curb stones or Belgium blocks. This is meant to be fun and leads to skill in walking and balancing.

[0009] To the inventor's knowledge, there is no simple toy or kit which is directed towards children and toddler's to teach them the basics of balancing while walking along a straight line or a shape or configuration, and without fear of falling. Providing the components in a set for assembly when and where desired was not known to be available before the present invention.

[0010] The present invention provides a set of balance beam elements which can connect mechanically together to form a long line for walking upon and, yet, the set is versatile to allow for a variety of configurations to be set up so that the play value is increased of the overall toy. In addition, the present invention is meant to present the image to the playing child of safety-not fear of falling—by having the components appear to be components or related to water as a child will not believe that falling while walking upon water can lead to harm or injury. The shape of the longitudinal balance beam pieces and the “lily” pads which are in essence rest stops for the child are meant to provide the appearance of walking upon water. The balance beams are capable of being attached to one another and to the “lily” pads to provide a variety of configurations. And the top surfaces of the balance beam elements and the “lily” pads are provided with different tactile surface textures to promote the gymnastic exercise and to promote skill acquirement.

[0011] The ends of the longitudinal balance beam elements can mechanically couple to one another and to the “lily” pads and, yet, they are molded to be capable, when the play time is finished, to be nested for compact storage. A visual icon is also provided to guide the assembly of the balance beam elements and to also encourage the child in his / her playing upon the balance beam.BRIEF DESCRIPTION OF THE INVENTION

[0012] The present invention is a toy intended for use by young children and toddlers. The toy is to be constructed or set up in one of a variety of shapes or configurations and then the child can play by walking upon the top surface of the toy's components, to learn to balance and prepare for the gymnastic ability to walk along a fully raised balance beam. The toy presents a low to the ground horizontal walking surface, with a texture to facilitate the “feel” for the surface beneath a child's feet or shoes. A plurality of longitudinal bars or beams are provided which can be mixed and matched to present a variety of visual configurations, e.g., an “X”, an “L” a square, zig-zag, a rectangle, etc. The toy set is provided with one or more foot rest surfaces (often called “lily” pads herein) which can be interspersed between the longitudinally extending beams and provide rest areas or stops to allow the child / toddler to walk a short distance and balance and then to stand on the “lily” pad or stop surface for a short break before continuing to walk again on the longitudinal horizontal surface provided by the connected and extended beams. The individual beams are decorated with side walls which provide the visual, important for a child learning to balance, that she / he is walking upon water and will not be hurt if she / he falls off the beam elements. The decoration provided to the side walls of the beams resemble waves of the ocean and are considered subtle suggestions of safety and calm.

[0013] The resting spots, meant to resemble “lily” pads in a water pond, which connect to the longitudinal beams, are meant to be adorned with wave-like decorations to further the visual image of walking on safe, calming water, which, even if the child falls off the balance beam will be a cushioned and non-injurious fall.

[0014] According to one aspect of the invention, two sets of slightly different beams for assembling and then walking upon are provided. They present a level horizontal walking surface quite close to the ground. The top of the balance beam elements are preferably provided with a textured surface to facilitate traction and maintain balance while walking which, when two or more beams are mechanically assembled adjacent one another, present a uniform and level top surface for learning to walk upon an elevated balance beam.

[0015] According to one aspect of the present invention, the balance beams, of both configurations, are meant to nest within one another to facilitate the compact storage of the toy, when not in use. And, the “lily” pads or resting stops are also nestable, again to facilitate compact storage. According to one aspect of the invention, the “lily” pads or resting stops are created in eight sided shapes or octagons, to allow the beam elements to connect on one of their ends to any one of the 8 sides of the “lily” pads so that the toy has a large number of shape variations, when assembled. And, the “lily” pads are preferably provided with several different (up to five) top textured surfaces, again, to facilitate a young child or toddler to learn to balance while walking, providing rest surfaces which are cushioning to the soles of the feet, and for general amusement.

[0016] According to one aspect of the invention, the ends of the longitudinal beams are provided with resilient and slightly flexible flanges which can mate with opposed ends of the other beams and / or will mechanically interlock with the sides of the “lily” pads or stop rests. These mechanical connections (upwardly and outwardly extending flexible flanges and downwardly and outwardly flexible flanges) in addition to one end of the beams being substantially flat allow for many variations in construction and yet allow for lengths of the beams to be selectively connected and, yet, disassembled, when desired. The flexible flanges can be inserted into a slot or a spaced opening of any one of the side walls of the “lily” pads and mate therewith or the upwardly directed flanges will mate with a flat surface on one end of some of the beams, the flat end being opposed to the flexible flanged end on the other end.

[0017] Also, according to the preferred embodiment of the invention, a set of visual icons or elements are provided on the top surfaces of the beams, at one end thereof, to facilitate the ease of construction as one end will easily then visually mate with the end of another beam element and not mate visually nor mechanically with the other end of the same beam. The visual icon, when properly assembled, is completed by correctly mating the two beams, when they are placed one adjacent the other. This will ease the construction of the two beams as otherwise the beams all appear quite similar. Yet, the two ends provided with different yet merging visual images (to form a complete single icon) clearly and easily allow for quick assembly and, in addition, provide yet another element of safety and security to a child walking thereupon.BRIEF DESCRIPTION OF THE DRAWINGS

[0018] FIG. 1 is s top, front and side perspective view of an assembled first embodiment of the invention, in a large “X” shape, with four first type of longitudinal balance beam elements secured to a central first “lily” pad and then, extending outwardly therefrom, a second set of four balance beam elements are secured and provided, mechanically coupled to the first set of balance beam elements. The second set of balance beam elements extend outwardly and extend the “arms” of the “X” shape. Then, as can be seen, at the distal ends of the arms of the “X” of the configuration shown, the preferred embodiment is shown comprising four different top tactile surfaces of “lily” pads which are also connected to the outward or distal ends of the second set of balance beams;

[0019] FIG. 2 is a front, side and top perspective view of one of the first set of balance beam elements shown in FIG. 1, as used in assembling an embodiment of the invention as shown in FIG. 1, the right side or first end of this balance beam element having a downwardly extending and outwardly spaced flange and the left side (more fully and easily seen in FIG. 2) having an upwardly directed and outwardly spaced second resilient flange, the right side of this first balance beam element being capable of selective mechanical connection to any edge of any one of the “lily” pads by the downwardly extending flange of this balance beam element slotting into the space between the short base wall of a “lily” pad (see FIGS. 6 and 8a) and its outside perimeter edge or short wall, with the top left of the balance beam element shown in FIG. 2 showing the top half of a visual icon, here, a “Smiley” face—the eyes component thereof;

[0020] FIG. 3 is a front, side and top perspective view of a different balance beam element—one of the second set of balance beam elements used in assembling an embodiment of the invention as shown in FIG. 1, the left side of this balance beam element having a downwardly directed, extending and outwardly spaced resilient flange which is capable of connecting to any of the 8 edges or side walls of a “lily” pad element of the invention by slotting between an upwardly extending short base wall of the “lily” pad and the side wall of the “lily” pad, and the right side of this balance beam element having no flange mechanism but a straight up and down or flat end wall which can mate with the left side of the balance beam element shown in FIG. 2 with the bottom edge of the balance beam element of FIG. 3 slipped into and held by the space between the flange of the left side of the balance beam element of FIG. 2 and that balance beam element's flat end wall. The right side of the balance beam element of FIG. 3 shows on its top surface the mating “smile” half of a Smiley face (a visual icon) such that a complete Smiley face is shown on the top surface of a connected first of the balance beam elements to one of the second set of balance beam elements (eyes above and smile below, on the top surfaces of the adjacent balance beam elements) when the left side of a balance beam element of FIG. 2 is mated with and adjacent the flat right side of a balance beam element of FIG. 3 (as shown in FIG. 1);

[0021] FIG. 4 is an exploded front, top and side perspective view of a constructed short straight configuration of the toy with the first balance beam element as shown in FIG. 2 separated from the “lily” pad and close to being connected to the right and flat side (no flange) of a balance beam element of the second set (as seen in FIG. 3) with the downwardly extending resilient flange ends of the two balance beam elements about to be secured into slots or spaces of the two shown “lily” pads, the spaces provided between the one of eight side walls of the “lily” pads and the short wall of the “lily” pads, i.e., a short outer, floor-contacting, edge of the “lily” pads, as will be further described and as shown in FIG. 6;

[0022] FIG. 5 is a top, front and partially exploded and perspective view of the inventive components of the present invention in a different but similar configuration, with the first of a balance beam element (at the top of the Figure) connected by its downwardly directed and resilient flange held in the slot or space of one side of the “lily” pad and its other end, with the “eyes” of the “Smiley” face, connected to one of the second set of balance beam elements, to form a complete or integrated “Smiley” face (“eyes” above a “smile” on the top surfaces of adjacent balance beam elements) and further showing the left side of the second balance beam element about to be connected into the second “lily” pad's slot or space, and with yet another of a balance beam element as shown in FIG. 2, close to the second “lily” pad as it appears about to be connected to a balance beam element of FIG. 3, which, for illustrative purposes and to more clearly show the invention, is at right angles to the balance beam element of FIG. 2 (this Figure shows how the connection is made between the upwardly extending flange of the balance beam element of FIG. 2 to the flat wall (with a cut-out bottom edge) of the balance beam element of FIG. 3;

[0023] FIG. 6 is a side elevational and cross-sectional view of a single “lily” pad (on the right side of the Figure) secured or connected to a balance beam element of the type shown in FIG. 2, and then, viewing right to left, a connected balance beam element of the type shown in FIG. 3, connected to the balance beam element of FIG. 2;

[0024] FIG. 7 is a front, top and side perspective view of the basic three elements of the invention shown in FIG. 6, with an unconnected view of the two balance beam elements shown as a partial inset view (on the right side of the Figure) detailing the mechanical connection between the two balance beam elements and also showing the visual icon which would be displayed when the ends of the balance beam elements are properly mechanically and visually secured to one another, as shown in FIG. 6; and

[0025] FIG. 8 is a top, side and front perspective view of two “lily” pads at the ends of one each of the different balance beam elements shown in FIGS. 2 and 3, and showing in the enlarged inset figures the balance beam elements connected mechanically by the downwardly extending flanges of the two distal ends of the balance beam elements sliding into the spaces or slots of the two “lily” pads between their upwardly extending short wall edges and the side walls of the “lily” pads and thus showing, the connection of the balance beam element of FIG. 2 with one side of the “lily” pad and the balance beam element of FIG. 3 connected, mechanically to a side of a different “lily” pad.DETAILED DESCRIPTION OF THE EMBODIMENTS

[0026] As best seen in FIG. 1, the inventive toy 10 comprises a slightly above-the floor, i.e., elevated, set of components, in this case, shown assembled into a large n “X” shape by use of eight longitudinal balance beam members 12 and five “lily” pads or rest stops 14. A central rest stop 16 (all “lily” pads or rest stops 16 are the same except as to their tactile top surfaces) is connected to a first set of four balance beam members 18 and those balance beam members 18 connected to a second set of slightly different balance beam members 20. The distal ends of the second set of balance beam members 20 are then simply mechanically connected to the other four “lily” pads or rest stops 24, which are mechanically the same as one another but differ as to their top tactile surfaces 26. Each top surface is tactile distinct from one another to present a different foot or hand contact surface to a young child or toddler as he / she walks and plays along and upon the “lily” pads and the rest stops 24.

[0027] Turning to FIG. 2, a first type of balance beam member 18 is shown. It is preferably molded of a resilient plastic, with a bottom directed cavity and thus quite light weight. Basically it is an open to bottom box shape. The top surface 30 is adorned or molded with a set of upwardly extending and spaced bumps 32, to provide a tactile surface for the soles of the toddler's feet as she / he walks along and upon the top surface 30 of the balance beam member or element 18. The balance beam members (of both FIGS. 2 and 3) are preferably about 3 inches in height from the base edges 34 to the top surfaces 30. Both longer sides 36 are provided with outwardly extending three-dimensionally, molded wave elements 38 which provide a slight width extension from the side wall 36 of the balance beam element 18 and thus provide visual undulations to one walking upon the top surface 30, much like the look of walking upon water. A first front side wall 40 of the balance beam member 18 (on the left side as shown in FIG. 2) is provided with an upwardly extending, slightly spaced from the front side wall, flange element 42 and a second downwardly extending, slightly spaced from the rear side wall 62, flange element 60 of the balance beam member 18 is best seen in FIGS. 2 and 6.

[0028] The flange elements 42 and 60 have connecting web members 44 and 45, respectively, (See FIGS. 2 and 6) which act like a live hinge and allow the flanges 42 and 60 to slightly flex inwardly or outwardly as they snap out and back to original shape and position to allow for mechanical connection of the flange 42 of balance beam member 18 to either a cut out bottom 71 (see bottom of FIG. 5) of the flat vertical rear side 50 of a balance beam member 20 (shown on the right side of the balance beam member in FIG. 3 and more clearly shown in FIG. 5) or the other flange 60 of balance beam element 18 can connect to a “lily” pad's (or rest stop's) 24 space or slot 70 (See right side of FIG. 6) between one of its floor engaging short side walls 75 and the side wall 80 of the “lily” pad (any one of the eight straight sides of a lily pad 24 having a slot 70 defined between the outward and downwardly sloping side walls 80 and the short side walls 75 of the “lily” pad or rest stops 24 (See FIG. 6). The cut out 71 allows the web 44 of the upwardly extending flange 42 of the balance beam element 18 to rest on the floor, grip the flat side 50 of the balance beam element 20, and for the two balance beam elements 18,20 to have their top surfaces 30, 31 level and at the same height.

[0029] As can be appreciated by the Figures and the description set forth herein, a set for constructing a straight or shaped balance beam will comprise several, preferably no less than two, preferably at least four, balance beam elements 18 of the type shown in FIG. 2, having one end defining an upwardly extending and spaced flange element 42 (with a flexible web 44) and a second and opposite end having a downwardly extending and spaced flange element 60, with a flexible web 45. The set will also preferably have a second set, no less than two, preferably at least four, balance beam elements 20 of the type shown in FIG. 3, with one end having a downwardly and spaced flange element 47 and flexible web 49 with the other opposed end having a flat vertical wall 50, i.e., no flange nor web but at the base of that vertical wall a small cut out 71 is provided (see FIGS. 5 and 7 inset). The flange or upwardly extending flange 42 of the balance beam element 18 of FIG. 2 can easily connect from below the flat vertical wall 50 of the balance beam element 20 as shown in FIGS. 5 and 7 inset to form an extended line of balance beam elements 18 and 20. The heights of the elements 18 and 20 are the same and the upwardly extending bumps 32, 33 also the same height above the floor. This provides an extended balance beam for playing upon and developing the toddler's skill of balance and straight-line walking and tumbling. The bumps on the top surface provide a tactile surface for the soles of the feet of the toddler or his hands. The thickness of the rear flat vertical wall 50 of the balance beam element 20 (shown in FIGS. 3, 4, 5 and 7) is about the same thickness provided by the web, i.e., the space between the flange 42 and the back flat wall 40 of balance beam element 18 so that the flange 42 will slide over, into and grip the wall 50 of balance beam element 20 when the balance beam element 18 is slid under and up to capture the section of the wall 50 just above the cut out 71. Thus, a snug fit is desired for stability but assembly and disassembly should be easy for a parent and the structure should stay connected when mere walking upon the top surface is done by a toddler. The cut out 71 allows the flange and the web to facilitate mechanical connection of the two balance beam elements 18 and 20 while maintaining evenness of the bottom edges and the top surfaces 30 and 31.

[0030] The downwardly extending flange 60 of the balance beam element 18 shown in FIG. 2 can alternatively be slipped into and snuggly held within a slot or space 70 between the bottom portions of the side walls 73 of the “lily” pads or rest stops 24 and the outside short walls 75 thereof (See FIGS. 1, 4-6). As can be easily appreciated, the side walls 73 of the “lily” pads or rest stops 24 are outwardly and downwardly canted or expanded from top to bottom so that the “lily” pads or rest stops 24 can be easily nested together for compact storage. The flange 60 of the balance beam element 18 can slide down and into the space or slot 70 of a “lily” pad or rest stop 24 so that two “lily” pads can be connected together with two balance beam elements 18 and 20 therebetween, as seen in FIGS. 1 and 8.

[0031] As can be seen in the Figures, the flat rear vertical wall 50 of balance beam element 20 can slide downwardly and into the space defined between the rear wall 40 of the balance beam element 18 and the inside wall of the flange 42. Thus, two different balance beam elements, 18 and 20, can be connected together and then other elements lengthening the distance for practice balancing and walking, if desired, with a “lily” pad or rest stop 24 provided, if desired, which will connect to a downwardly extending flange 60 of either the balance beam element 18 or the downwardly extending flange 47 of balance beam element 20.

[0032] As can be seen in the Figures, visible icons are provided near to vertical walls 40 and 50 of the balance beam elements 18, 20, respectively, i.e., to the top surfaces 30 and 31 of the balance beam elements to enable easy and proper, simple connection. Viewing FIG. 2, for example, the flat end wall 40 (on the left side of the balance beam element shown in FIG. 2) the wall with the upwardly extending flange 42, has an icon portion 92, preferably ½ of the top of a familiar “Smiley” face on top surface 30, i.e., the eyes and the semi-circle to define the Smiley face. Correspondingly, the top surface 31 adjacent the flat back 50 of the balance beam element 20 shown in FIG. 3, has the bottom half 94 or the “smile” component with a semi-encircled, thereon of a Smiley face icon. When the balance beam element 18 of FIG. 2 is mechanically connected to the balance beam element 20 of FIG. 3, by sliding the flat back 50 of element 20 into the gap or space between the flange 42 and wall 40 of the balance beam element 18 of FIG. 2, the eyes 92 and semi-circle of the balance beam element 18 will merge and visually integrate with the smile and semi-circle 94 into and to form a complete Smiley face or visible icon 90, with eyes above the smile, and the semi-circle of the eyes 92 creating a complete circle with the semi-circle of the smile component 94. This enables simple assembly of the balance beam elements and provides a visual pleasing icon or look to a walking-above toddler, providing a sense of visual encouragement to the toddler as he walks along and upon the balance beam elements on his way to the end of the balance beam and / or onto one of the “lily” pads or rest stops 24.

[0033] To facilitate the ease of handling, assembly and disassembly of the balance beam elements to the “lily” pads or rest stops 24, one of the ends of the balance beam elements 18 and 20—the ends provided with the downwardly extending and spaced flanges 60 and 47 of each, have a partial downwardly curved surface 81 and 83, as the tops 30 and 31 slope down towards the downwardly extending and spaced flanges 62 and 47, respectively. This can be easily seen in FIGS. 2 and 3 (on the right of FIG. 2, on the left of FIG. 3).

[0034] As for the “lily” pads or rest stops 24, they, too, are hollow plastic elements molded or otherwise formed and meant, as mentioned to be nestable for space conservation. So, too, the balance beam elements extend downwardly and outwardly from their top surface so that they can be easily nested when stored. The “lily” pads or rest stops 24 preferably are provided with rubberized top surfaces for providing a safe and non-slip top surface for the toddler's feet. In one configuration, the rubberized top surface 100 is a set of parallel ribs (see FIG. 1), in another configuration, the rubberized top surface can be upwardly extending small pointed cones 101, in another configuration the rubberized top surface can be less densely packed upwardly extending pointed or round top cones or button shapes 103, and in yet another configuration, the rubberized top surface has a series of spaced lateral wave like upstanding ribs or ridges 105.

[0035] According to the preferred embodiment of the present invention, the side walls of the “lily” pads or rest stops 24 are provided about their circumferences with wave-like outward extending, i.e., three dimensional projections 107 (See FIGS. 1, 4, 5, and 7) so that, once again, a child or toddler standing or walking thereon is provided with a visual sense of “walking upon water” which is believed to be beneficial to teaching and learning the skill of walking along a balance beam without fear of falling in that it appears that he / she is walking on waves of water and the toddler may appreciate that even if he / she falls off the balance beam, he / she will not get hurt as he / she will believe he / she will be cushioned by the below water-a consequence of the appearance of the “lily” pads and their side wall wave decorations, the balance beam side walls, too, all visible from above due to the outward cant of the side walls. The wave like decorations applied to the side walls of the balance beam elements extend to the bottom edge of the balance beam elements and thus provide a bit more stability and strength to the balance beam elements than if the side walls of the balance beam elements were not adorned or provided with the outwardly extending wave like elements.

[0036] As seen in various of the Figures, the balance beam elements can snap or be slid together with the upwardly extending flange 42 of one accepting the flat side wall 50 of another balance beam element (FIG. 5 shows the exploded connection) and the downwardly connecting flanges of both types of the balance beam elements 18 and 20 can couple to the “lily” pads or the stop rests as the flanges are insertable (and removable for disassembly) into the spaces defined between the short walls of the “lily” pads and the side walls of the “lily” pads. The “lily” pads or rest stop elements 24 are preferably wider from one side across to the other side, than the width of the balance beam elements to provide lateral stability to the balance beam when walked upon by a toddler and to allow the toddler to have two feet adjacent one another on the “lily” pad for resting between balanced walking from “lily” pad to adjacent “lily” pad. In the preferred embodiment the “lily” pads are about twice the width of the balance beam elements. In the preferred embodiment the “lily” pads are octagonal shaped.

[0037] Preferably a complete “starter” set of balance beam elements and “lily” pads can be sold as comprising 4 of the balance beam elements 18 of FIG. 2, along with 4 of the balance beam elements 20 of FIG. 3, with 4 or 5 different “lily” pads or rest stops 24.

[0038] FIG. 7 shows an assembly of the balance beam elements shown in FIGS. 2 and 3 with a first “lily” pad. 24 as seen in the top portion of FIG. 5. FIGS. 5, 7 and 8 show the two balance beam elements mechanically connected together. FIG. 5 also shows the balance beam elements 18 and 20 separated and the smile face elements 92 and 94 split apart. The inset of FIG. 7 also shows the separation of the elements 18 and 20 and the one-halves 92 and 94 of the icon 90 on the balance beam elements 18, 20, respectively. The inset of FIG. 7 shows that when disassembled, the distal ends of the balance beam elements (those not provided with the downwardly extending flange elements) each bear one half 92 and 94 of the visual icon 90 which, when the two balance beams are assembled together as shown in FIG. 8, a complete Smiley face or icon 90 is displayed, providing the child with a sense of confidence and the person responsible for the construction with a feeling of confidence, too, knowing that the elements are properly and safely connected together.

[0039] FIG. 8 is a top perspective view with two enlarged inset drawings showing two of the balance beam members 18 and 20 connected, mechanically and then to two of the “lily” pads, 24, with the visual icon 90 being integrated to show that the balance beam elements have been properly and safely connected together and showing, in the inset of this Figure, the downwardly extending flanges 60, 46 of the two distinct balance beam elements 18 and 20 (as Seen in FIGS. 2 and 3) secured into the space or gap 70 existing between the short side walls 75 of the “lily” pads and the side wall 80 (extending from top of the “lily” pads to the bottom edges, of the “lily” pads.

Claims

1. A set of balance beam elements which can be assembled for use and disassembled for compact and nested storage for teaching the skill of walking upon an elevated balance beam by a youngster comprising:a) At least a first, hollow towards the bottom, longitudinally extending balance beam element having a level, top walking-upon surface, opposed and outwardly extending longitudinal side walls and a pair of opposed front and rear, near vertical walls, having a front bottom edge and a rear bottom edge, respectively, and a downwardly extending and spaced from said front and / or rear wall resilient first flange element at one of said bottom edges of one of said front or rear walls and extending substantially across the front or rear of said edges and across the midpoint thereof, and an upwardly extending and spaced second flange element on the opposed rear or front of said bottom edges of said balance beam element as said downwardly extending and spaced first flange element,b) At least a second hollow towards the bottom, longitudinally extending balance beam element also having a level, top walking-upon surface at the same height as said level of said top walking-upon surface of said first balance beam element(s), said second balance beam element also having a set of opposed front and rear substantially vertical face elements and having at either said front or said rear face element(s) a downwardly extending and spaced third and resilient flange element, also extending across substantially the entire face of said front or rear face element and across the midpoint thereof; andc) At least one rest stop element, of greater width than said first or said second balance beam elements, having a mechanical connection element for selective securement to one of said downwardly extending and spaced resilient flange elements of either said first or said second balance beam elements.

2. A set of balance beam elements which can be assembled for use and disassembled for compact and nested storage for teaching the skill of walking on an elevated balance beam by a youngster as claimed in claim 1 wherein said second of said balance beam elements has the end opposed to said end with said downwardly extending and spaced first flange element as a substantially vertical flat wall for selective mating with the first flange element of said first balance beam element.

3. A set of balance beam elements for teaching the skill of walking on a balance beam as claimed in claim 1 wherein said rest stop element is provided with a tactile-providing rubberized top surface.

4. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein the opposed longitudinal side walls of either or both of said first and said second balance beam elements are outwardly and downwardly flared.

5. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein said top surface of said first and said second balance beam elements are provided with upwardly extending and spaced bumps.

6. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein said rest stop element is an octagon with multiple flange-retaining slots defined between a side wall and a short wall of said octagon for frictional receipt of multiple and spaced of said downwardly extending and spaced resilient first or second flanges of said first and / or said second of said balance beam elements.

7. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein said downwardly extending and spaced first and second flange elements are provided with a resilient web element.

8. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein a first end of said first balance beam element is provided with a component of a visual icon which mates with another component of the same visual icon on a first end of said second balance beam element such that when said first and said second balance beam elements are assembled said icon is visually integrated.

9. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein said second of said balance beam elements is provided with a substantially flat, vertical wall with no flange thereon which mates and mechanically connects and holds to said upwardly extending and spaced flange of said first balance beam element.

10. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein at least some of said side walls of said balance beam elements are provided with outwardly extending wave-like decorations.

11. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein said rest stop elements are provided with downwardly and outwardly extending walls for each of said side walls of said octagon and said walls are provided with outwardly extending wave-like decorations.

12. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 8 wherein said integrated visual icon is a conventional “Smiley” face.

13. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein at least one of said first and said second balance beam elements nest with one another for space conservation when disassembled.

14. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein said rest stop elements nest within one another for space conservation when disassembled.

15. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein said rest stop elements and said balance beam elements are provided with outwardly extending wave like decorations.

16. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 1 wherein two or more rest stop elements are provided with different tactile top surfaces from one another.

17. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 9 wherein said flat wall is provided with a cut out for receipt of one of said flanges of said balance beam elements.

18. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster comprising:a) a first longitudinal member having a first top walking-upon surface, a first pair of opposed support walls supporting said first surface above the ground, and a front wall with a first bottom edge having a resilient first flange member extending upwardly and outwardly therefrom at said first bottom edge;b) a second longitudinal member having a second top walking-upon surface which is substantially aligned with and at the same level as said first top walking-upon surface of said first longitudinal member when said first and said second longitudinal members are assembled, a second pair of opposed support walls supporting said second surface above the ground, and a front wall with a second bottom edge and having a resilient second flange member extending downwardly and outwardly therefrom at said bottom of said second bottom edge of said front wall of said second longitudinal member, said second longitudinal member having a rear wall;c) said first flange member mechanically couplable to said second flange member to provide a substantially non-rotative and aligned mechanical coupling of said first and said second longitudinal members, yet, capable of de-coupling when said first of said flange members is decompressed and vertically removed from said second of said flange members.

19. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 18 wherein said top walking-upon surface of either or both of said first and said second longitudinal member is covered with a tactile-providing surface.

20. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 18 wherein said first and said second longitudinal members are nestable within one another.

21. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 18 wherein said top of said first longitudinal member is provided with a visual indicator of said front wall and said second longitudinal member is provided with a visual indicator of its rear wall which when said first longitudinal member is coupled to said second longitudinal member integrates into a complete visual icon of proper mechanical coupling of said first longitudinal member to said second longitudinal member.

22. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 21 wherein said complete visual icon is a “Smiley” face.

23. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 18 further comprising at least one rest stop support element comprising a top surface at or about the same height above the ground as said top surface of both said first and said second longitudinal members with the area of said rest stop support's top surface being about the width of twice the width of said top surfaces of said longitudinal members.

24. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 23 wherein said rest stop support element is shaped as a hexagon.

25. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 24 wherein said rest stop support element is provided, around its outer rim, with coupling means for facilitating attachment of said downwardly extending second flange of said second longitudinal members.

26. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 23 wherein said top surface of said rest stop support element is provided with a tactile surface.

27. A set of balance beam elements for teaching the skill of walking on a balance beam to a youngster as claimed in claim 23 wherein two or more of said rest stop support elements are provided and said rest stop support elements are nestable within one another.

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