JP3715630B2 - puzzle - Google Patents

Description

[0001]
BACKGROUND OF THE INVENTION
The present invention relates to a puzzle in which a plurality of color pieces are pushed into a hole of a plate member with a finger, and more particularly to a puzzle suitable as a work learning material or an educational material for a school for disabled children.
[0002]
[Prior art]
Traditionally, puzzles have been devised that increase the ability to recognize numbers, shapes, and colors, and that can also be used for fingertip training. Recently, there is also a three-dimensional puzzle for assembling a three-dimensional picture pattern (see, for example, Patent Document 1). In addition, a modeling toy teaching material or the like is also devised in which a multicolored color cap is fitted into a flexible perforated board and a screen is formed by using the technique of point drawing (for example, see Patent Document 2).
[0003]
However, as a teaching material used to increase the ability to recognize fingertips and the number, shape, and color of students at nursing schools, puzzles that use complicated three-dimensional puzzles and detailed dot-drawing methods are rarely used. It is not appropriate.
So, in the school for the elderly, a peg puzzle consisting of a board with a round hole on one side of a wooden board and a multi-colored columnar wooden piece that can be inserted into the round hole is used. It was.
[0004]
However, since such a peg puzzle is simply a columnar wooden piece inserted into the hole in the wooden board, if the student accidentally knocks down the wooden board, the piece will come off and scattered apart. It was. The students were disappointed with all the work they had done so far, and the teacher had a hard time collecting scattered pieces. In addition, because of this situation, the pieces are likely to be lost, and some of the pieces are lost, so that the pair of peg puzzles often cannot be used. For this reason, a new set of peg puzzles had to be purchased.
[0005]
In addition, the wooden peg puzzles are divided into pieces, so when the teacher had to clean up the peg puzzles used by many students alone, the teacher's labor was heavy.
[0006]
[Patent Document 1]
Japanese Patent No. 3244684 [Patent Document 2]
Japanese Utility Model Publication No. 1-84699
[Problems to be solved by the invention]
Therefore, the present invention is a puzzle that can be used as a teaching material for training fingertips and increasing the ability to recognize numbers, shapes, and colors at nursing schools, nursing homes for the elderly, hospital rehabilitation sites, and English conversation classes for young children. An object of the present invention is to provide a small, lightweight and inexpensive puzzle that can be enjoyed when the piece is inserted into the hole and that the piece does not easily come off even if it is knocked down or dropped.
[0008]
[Means for Solving the Problems]
In order to solve the above-described problems, the present invention uses the following puzzles.
That is, in the puzzle 1 including the plate member 2 and the plurality of pieces 3,
The plate member 2 is made of a thin plate material, provided with a plurality of holes 4 penetrating the plate member 2, provided with a plurality of legs 5 on one surface of the plate member 2, and the legs 5 with respect to a base surface G such as a desk or table. Forming a space S between the plate member 2 and the base surface G when the foot 5 is placed on the base surface G.
A plurality of pieces 3 are made of elastic material as a plurality of colored pieces, and each piece 3 has a substantially cylindrical shape as a whole, and can be fitted into the holes 4 by being elastically press-fitted into the holes 4 with fingers. Forming portions 3a and 3b, forming a flange portion 3c between the fitting portions 3a and 3b to prevent the piece 3 from passing through the hole 4, and forming a through hole 3e in the axial direction of the piece 3 And
The relationship between the thickness of the thin plate material 2, the length of the foot 5, and the length of the fitting portions 3 a and 3 b is that the fitting portion 3 a (3 b) is fitted into the hole 4 and the flange portion 3 c is on the other surface of the plate member 2. The dimensions were determined so that the fitting portion 3a (3b) that protrudes through the hole 4 when it abuts is accommodated in the space S.
[0009]
With the above-described configuration, the puzzle 1 can be used as a teaching material for enhancing fingertip training and the ability to recognize numbers, shapes, and colors, and the piece 3 is made of an elastic material. 3 can be enjoyed when fitted into the hole 4, and the piece 3 is not easily detached from the hole 4 even if it is dropped or dropped, and the plate member 2 is made of a thin plate material. As a result, it is small and light.
[0010]
Further, a plurality of second pieces 13 that can be elastically press-fitted into the through-holes 3e of the piece 3 with fingers are provided in the puzzle 1. By providing the second piece 13, it is possible to further increase the ability to recognize numbers, colors, and shapes, and to further develop the practice of finger gripping operations.
[0011]
Further, the plate member 2 may be made of an aluminum plate or a resin plate, the piece 3 and the second piece 13 may be made of an elastomer, and the foot 5 may be made of silicone rubber.
[0012]
DETAILED DESCRIPTION OF THE INVENTION
Hereinafter, the present invention will be described based on preferred embodiments with reference to the drawings.
FIG. 1 is a perspective view showing a state in which some of the puzzle pieces 3 of the present invention are fitted in the holes 4 of the plate member 2. FIG. 2 is a perspective view of the state shown in FIG. 1 as viewed obliquely from below. The puzzle 1 includes a plate member, that is, a panel 2 and a plurality of pieces, that is, buttons 3.
[0013]
(About panel 2)
First, the panel 2 will be described.
In the present embodiment, the panel 2 is made of an aluminum thin plate having a length of 15 cm, a width of 15 cm, and a thickness of 2 mm, and is painted white. The panel 2 may be made of a thin resin plate. The panel 2 is provided with a total of 25 holes 4 having a diameter of 15 mm at equal intervals in 5 rows and 5 columns. On one surface of the panel 2, legs 5 are provided at the four corners. The foot 5 has a height of about 7 mm, and acts to create a space S between the panel 2 and the base surface G when the panel 2 is placed on the base surface G such as a desk or table. (See FIG. 7). That is, the relationship between the thickness of the panel 2, the length of the foot 5, and the length of the fitting portions 3a and 3b of the button 3 to be described later is such that the fitting portion 3a (3b) is fitted into the hole 4 and the collar portion 3c is a plate. What is necessary is just to dimension so that the insertion part 3a (3b) which has come out through the hole 4 when it contacts the other surface of the member 2 may be accommodated in the space S.
Further, the foot 5 is made of silicone rubber or the like, and also has an action as a slip stopper.
In addition, when producing the panel 2 with resin, you may produce the leg 5 integrally.
[0014]
(About button 3)
Next, the button 3 will be described.
FIG. 3 is an enlarged perspective view of the button 3. The button 3 is made of an elastic elastomer resin. In this embodiment, five types of buttons 3 that are color-coded into five colors of red, blue, yellow, white, and green are prepared.
4 is a front view of the button 3, FIG. 5 is a plan view of the button 3, and FIG. 6 is a sectional view of the button 3 taken along line VI-VI in FIG. In addition, the upper part and the lower part of the button 3 are configured in the same shape, and have a vertically symmetrical shape.
[0015]
The button 3 has a substantially cylindrical shape as a whole with a diameter D1 of 15 mm and a height H1 of 15 mm. The button 3 is comprised by the upper fitting part 3a, the lower fitting part 3b, and the collar part 3c provided between the upper fitting part 3a and the lower fitting part 3b. The upper insertion portion 3a and the lower insertion portion 3b are formed to have a diameter that can be press-fitted into the hole 4 of the panel 2 with a finger. In order to facilitate the fitting of the upper fitting portion 3a and the lower fitting portion 3b into the hole 4 of the panel 2, a chamfered portion 3d is formed in each of the upper fitting portion 3a and the lower fitting portion 3b.
[0016]
The flange 3c is formed in a belt shape having a diameter D2 of 16 mm and a width H2 of 3 mm. The collar portion 3 c is provided to prevent the button 3 from passing through the hole 4 when the button 3 is fitted into the hole 4 of the panel 2. In addition, when the student inserts the button 3 into the hole 4, the student has a function of recognizing whether or not the button 3 is properly inserted into the hole 4.
[0017]
A circular through hole 3e is formed along the axial direction in a substantially central portion of the substantially cylindrical button 3. The diameter of the through hole 3e is 4 mm. By providing this through-hole 3e, the amount of bending in the radial direction of the button 3 when the button 3 is fitted into the hole 4 is increased to improve the ease of fitting. The through hole 3e also functions as a suffocation prevention function when the student accidentally swallows the button 3. Furthermore, the through hole 3e can be used for practice for passing a string through the through hole 3e of the button 3 fitted in the panel 2, as will be described later.
[0018]
(Example of use)
Next, the usage example of the puzzle 1 of this invention is demonstrated.
The teacher instructs the student to place the panel 2 on a basic surface G such as a desk or table. At this time, the surface of the panel 2 on which the foot 5 is provided is directed downward so that the foot 5 is placed on the base surface G. As a result, a space S is defined between the panel 2 and the base surface G, as shown in FIG. This space S allows the button 3 to be fitted into the hole 4 of the panel 2 without colliding with the base surface G such as a desk or table.
[0019]
Next, the teacher instructs the students to place five red buttons in the top row. The student selects and takes out the red button from the five color buttons, and inserts the red button into the hole 4 of the panel 2. At this time, since the button 3 has a vertically symmetrical shape, the student can easily recognize and insert the upper insertion portion 3a and the lower insertion portion 3b of the button 3 to be inserted into the hole 4. For example, if the button 3 is formed asymmetrically up and down, the student may try to put the button 3 upside down and put it in the hole 4, and the work will not proceed easily, and the student's energy may be lost. Therefore, in the present invention, the button 3 has a vertically symmetrical shape.
[0020]
Further, since the button 3 is made of an elastic material such as an elastomer, the student can work while enjoying the touch when the button 3 is pushed into the hole 4 of the aluminum panel 2 with fingers.
[0021]
The teacher checks the progress of the student's work, and then puts five white buttons in the second row from the top, and then puts five white buttons in the second row from the top. Instruct me. In this way, by selecting pieces of different colors and fitting them into the holes, students can improve the ability to recognize numbers, colors, and shapes, and practice finger-pinch operations.
[0022]
In the middle of such work, the student may accidentally turn over the panel 2 or drop the panel 2 from the desk. In the case of the conventional peg puzzle, the pieces are easily detached from the board and scattered apart, and the students are disappointed that all the work they have done so far has been wasted and lost their energy. There was a burden that the teacher had to search and collect the pieces. Moreover, the piece may be lost due to such a thing. However, in the puzzle of the present invention, since the elastic button 3 is firmly press-fitted into the hole 4 of the panel 2, the button 3 is not easily detached even if the panel 2 is dropped from the desk. Therefore, even if the student accidentally drops the panel 2 from the desk, the subsequent work can be continued and both the student and the teacher can enjoy the work.
[0023]
In the puzzle 1, several types of strings are further prepared. In this embodiment, a string of three colors of red, white and black is attached with a length of 60 cm. While checking the progress of the student's work, for example, the teacher instructs the student who has inserted several red buttons 3 in the panel 2 to pass a red string through the through hole 3e of the red button 3. . As shown in FIG. 8, the student practiced passing the red string 10 through the red button 3. Thus, by providing the button 3 with the through-hole 3e, it is possible to practice passing the string 10 through the button 3 fitted in the panel 2 by itself. This can further develop fingertip training.
[0024]
For example, as shown in FIG. 9, buttons 3-1, 3-2, 3-3 and 3-4 are fitted into the panel 2. After passing one end of the string 10 through the button 3-1, the string 10 is passed through the button 3-5, and the other end of the string 10 is passed through the button 3-4 on the diagonal line with the button 3-1. Alternatively, as shown in FIG. 10, after passing one end of the string 10 through the button 3-1, the string 10 is passed through the button 3-5, and the other end of the string 10 is aligned with the button 3-1 in the vertical direction. -3. In this way, it is possible to practice stringing.
[0025]
When the puzzle work is completed, the teacher instructs the student to remove the button 3 from the panel 2 and put it away in the special case. Since the button 3 is made of an elastic material such as an elastomer, the button 3 can be easily pulled out from the hole 4 with fingers.
When the student clears the button 3 and the panel 2 in the special case, the teacher instructs the special case to be placed on a shelf or the like, and finishes the work.
[0026]
By the way, in the middle of the puzzle work, there are cases where all the students have to do another work or have to move to another place. In such cases, the teacher must clear all the students' puzzles. Since conventional peg puzzles are made of wood, the pieces are separated from the wooden board, causing a heavy burden on the teacher to clean up. However, the puzzle according to the present invention does not come apart from the buttons that are press-fitted into the holes of the panel, and thus greatly contributes to reducing the work load of the teacher for cleaning up.
[0027]
(Another embodiment)
The puzzle of the present invention can be further developed in usage by adding another type of piece or button.
[0028]
FIG. 11 is a perspective view of the additional button 13.
Hereinafter, for the sake of explanation, the button 3 is referred to as a first button 3, and the additional button 13 is referred to as a second button 13. The 2nd button 13 is comprised from the insertion part 13a and the knob part 13b. The fitting portion 13a has a diameter of 4 mm, and has a diameter that can be fitted into the through hole 3e of the first button 3 with a finger. The diameter of the knob portion 13b is larger than the diameter of the fitting portion 13a and is sized so that it can be easily pinched with fingers. A shoulder portion 13c is formed between the fitting portion 13a and the knob portion 13b. The shoulder portion 13c has a function as an insertion stop when the fitting portion 13a of the second button 13 is fitted into the through hole 3e of the first button 3, and whether the second button 13 is properly fitted to the first button 3. It also has a function to recognize whether or not.
[0029]
In the present embodiment, as with the first button 3, the second button 13 is also made of an elastic elastomer resin, and is divided into five colors of five colors: red, blue, yellow, white, and green. 13 were prepared.
As an example of use, the teacher instructs the student to insert the white second button 13 on the red first button 3. Then, as shown in FIG. 12, the student press-fits the fitting portion 13 a of the second button 13 into the through hole 3 e of the first button 3 with his / her fingers. Similarly to the first button 3, the second button 13 does not come off the first button 3 even if the panel 2 is dropped from the desk, but can be easily pulled out from the first button 3 with fingers.
[0030]
By adding the second button 13, it is possible to further increase the ability to recognize numbers, colors, and shapes, and to further develop a method for practicing finger gripping.
[0031]
【The invention's effect】
As is clear from the above description, according to the present invention, the puzzle 1 can be used as a teaching material for training fingertips and increasing the ability to recognize numbers, shapes, and colors, and the button 3 is made of an elastic material. By making it, the touch when the button 3 is fitted into the hole 4 of the panel 2 can be enjoyed. Furthermore, even if the panel 2 is tilted or dropped, the button 3 is not easily detached from the hole 4, and the subsequent work can be continued. Furthermore, since the panel 2 is made of a thin plate material, the puzzle 1 becomes small, light, and inexpensive, and the labor for cleaning up the teacher can be reduced, and the additional purchase cost of the lost button can be reduced. Moreover, since the size is reasonable, it is possible to work with one hand.
[0032]
The present invention is not limited to the above embodiments, and can be implemented in various other forms without departing from the features thereof. Therefore, the above-described embodiment is merely an example in all respects, and the dimensions and materials of the members shown in the embodiment are examples for facilitating the understanding of the invention and should be interpreted in a limited manner. Must not. The scope of the present invention is shown by the scope of claims, and is not restricted by the text of the specification. Further, all modifications and changes belonging to the equivalent scope of the claims are within the scope of the present invention.
[Brief description of the drawings]
FIG. 1 is a perspective view showing a state in which some buttons of a puzzle of the present invention are fitted in a hole of a panel.
FIG. 2 is a perspective view of the state shown in FIG. 1 as viewed obliquely from below.
FIG. 3 is an enlarged perspective view of a button 3;
FIG. 4 is a front view of a button 3;
FIG. 5 is a plan view of a button 3;
6 is a cross-sectional view of the button 3 taken along line VI-VI in FIG.
7 is an explanatory diagram showing a space S defined between the panel 2 and the base surface G when the foot 5 of the panel 2 is placed on the base surface G. FIG.
8 is a view showing a state in which a string 10 is passed through a through hole 3e of a button 3 fitted in a hole 4 of the panel 2. FIG.
9 is a view showing another state in which the string 10 is passed through the through hole 3e of the button 3 fitted in the hole 4 of the panel 2. FIG.
10 is a view showing still another state in which the string 10 is passed through the through hole 3e of the button 3 fitted in the hole 4 of the panel 2. FIG.
FIG. 11 is a perspective view showing a button 13 of another embodiment.
12 is a partial cross-sectional view showing a state when the first button 3 and the second button 13 are fitted into the panel 2. FIG.
[Explanation of symbols]
1 Puzzle 2 Panel 3 Button (first button)
3a Upper fitting portion 3b Lower fitting portion 3c Gutter portion 3d Chamfered portion 3e Through hole 4 Hole 5 Foot 10 String 13 Additional button (second button)
13a Insertion part 13b Knob part 13c Shoulder part

Claims (3)

A puzzle composed of a plate member and a plurality of pieces,
The plate member is made of a thin plate material, provided with a plurality of holes penetrating the plate member, and provided with a plurality of legs on one surface of the plate member, and the legs are a desk, a table, etc. Defining a space between the plate member and the base surface when placed on the base surface of
The plurality of pieces are made of a plurality of color pieces made of an elastic material, and each piece has a substantially cylindrical shape as a whole, and is elastically press-fitted into the hole with fingers at both ends. An insertion portion that can be fitted is formed, and a collar portion is formed between the both insertion portions to prevent the piece from passing through the hole, and in the axial direction of the piece A through hole is formed,
When the relationship between the thickness of the thin plate material, the length of the foot, and the length of the fitting portion is such that the fitting portion is fitted into the hole and the flange portion contacts the other surface of the plate member The puzzle characterized by being dimensioned so that the said insertion part which has come out through the said hole is accommodated in the said space.   The puzzle according to claim 1, further comprising a plurality of second pieces that can be elastically press-fitted into the through holes of the plurality of pieces by fingers.   3. The plate member according to claim 1, wherein the plate member is made of an aluminum thin plate or a resin thin plate, the piece is made of an elastomer, and the foot is made of silicone rubber. puzzle.

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