ELASTOMERIC BLOCK SYSTEM FOR MULTI-MODAL PLAY

FIELD OF INVENTION

This application is in the field of play systems or kits with blocks and connecting posts of multiple shapes and geometries.

BACKGROUND

Blocks have been around for generations and are rightfully considered a staple category of toys. Playing with traditional blocks is an exercise in exploring the limits and physical rules of gravity and friction. More modern block systems attempt to expand the opportunities for play by introducing interconnections between blocks, either through external connecting pieces, interlocking parts, or other mechanisms like magnets. All of these systems focus exclusively on construction, being useful for play only through the use of multiple interconnected pieces. As rigid, static components dependent upon construction, they prescribe construction as the primary and nearly exclusive way to play with them. The limitations of these static, rigid materials in blocks limits the modes of play to construction and representative play based on constructing an environment with the system. Generally, traditional and modern block systems can only be played with in a construction mode or representative mode based on variations of construction.

SUMMARY

A system or kit for self-directed, multi-modal play is described herein. In a first example, the kit may include at least one elastomeric block and at least one connecting post. The at least one elastomeric block may have at least one hole. The at least one connecting post may be inserted into the at least one hole of the at least one elastomeric block to connect the at least one elastomeric block to a second elastomeric block. In a second example, the kit may include at least one block, wherein the at least one elastomeric block has at least one hole and a faceted surface geometry.

BRIEF DESCRIPTION OF THE DRAWINGS

Embodiments of the invention are illustrated by way of example and not by way of limitation in the figures of the accompanying drawings in which like references indicate similar elements. It should be noted that the different references to ‘an’ or ‘one’ embodiment in this disclosure are not necessarily the same embodiment, and such references mean at least one embodiment.

FIG. 1 is an example of a perspective view of a kit including two blocks connected by a connecting post;

FIGS. 2A-2E are an example of an elastomeric block with holes passing through the block;

FIG. 3 is an example of a kit with the elastomeric material of a block flexing to match the shape of an inserted connecting post.

FIG. 4 is an example of an isometric view of a set of exemplary non-cube embodiments of blocks;

FIGS. 5A-5C are an example of a block with pockets instead of through holes;

FIG. 6 is an example of an isometric view of a block with a combination of pockets and through holes;

FIGS. 7A-7B are an example of the top and cross-section views of the block in FIG. 5;

FIGS. 8A-8E are an example of a block with through holes and pockets of varying geometry;

FIG. 9A-9D are an example a block with flaps and perforated end-conditions at the bottom of the pockets;

FIGS. 10A-10B are an example of a block with a connecting post integrated into the block;

FIG. 11 is an example of an isometric view of a set of exemplary connecting post;

FIG. 12 is an example of an isometric view of a connecting post including an attached wheel;

FIG. 13 is an example usage of the kit including blocks and connecting posts combining to form a car-like toy;

FIG. 14 is an example view of the kit with a block and connecting posts put together to form a launcher, using the block as the spring and the connecting posts as arms;

FIG. 15 is an example of a block and the paths it may take when dropped or thrown and bouncing;

FIGS. 16A-16C are an example of an elastomeric block with embedded electronics; and

FIG. 17 is an example of an isometric view of a set of exemplary connecting post with embedded electronics.

DETAILED DESCRIPTION OF THE DRAWINGS

This invention is described in the following description with reference to the Figures, in which like reference numbers represent the same or similar elements. While this invention is described in terms of modes for achieving this invention's objectives, it will be appreciated by those skilled in the art that variations may be accomplished in view of these teachings without deviating from the spirit or scope of the present invention. The embodiments and variations of the invention described herein, and/or shown in the drawings, are presented by way of example only and are not limiting as to the scope of the invention.

Unless otherwise specifically stated, individual aspects and components of the invention may be omitted or modified, or may have substituted therefore known equivalents, or as yet unknown substitutes such as may be developed in the future or such as may be found to be acceptable substitutes in the future. The invention may also be modified for a variety of applications while remaining within the spirit and scope of the claimed invention, since the range of potential applications is great, and since it is intended that the present invention be adaptable to many such variations.

Embodiments of the invention may relate to a play system or kit including elastomeric blocks and connecting posts of multiple shapes and geometries. More specifically, embodiments of the invention may relate to elastomeric blocks that may also be used for play in multiple ways, including, but not limited to gravity blocks, construction toys, balls, spring elements, dramatic play, and representational play.

A system or kit for self-directed, multi-modal play using elastomeric blocks and connecting posts for many different modes of play may be described herein. Geometric blocks may be made out of an elastomeric material with pockets or holes removed from the solid-body geometry. The number and size of holes may change the performance of the blocks when in use, and the blocks may be shaped to encourage insertion of other objects, enabling multiple forms of interaction, for example, throwing and catching, interlocking multiple pieces together, chewing or teething, using the block as a spring or dampening element, and many other uses beyond simple stacking and construction. These multiple uses may encourage and enable modes of play, including the traditional construction toy and more. A system or kit used for multiple modes of play may also allow the depth and complexity of play to mature and adapt to any age and ability.

FIG. 1 is an example of a perspective view of a kit including two blocks connected by a connecting post. The elastomeric block system or kit 100 may include elastomeric blocks 200a-b, and connecting posts 300. The block 200 may be made of an elastomeric material and multiple blocks may be connected through connecting posts 300 made of rigid materials, for example wood, metal, plastic, or the like. Both the blocks and the connecting posts of the kit may also include electronic components, for example, sensors or circuit board, embedded within the rigid or elastomeric shapes. Both the blocks and the connecting posts of the kit may be used and played with independently of each other. The materials and geometries of the block and connecting posts may allow the kit or its parts to act as a ball, a spring, a clamp, a bearing, a musical instrument, or an element in a more typical construction system with interlocking parts. Combining the block 200 and connecting post 300 into a system or kit may expand the modes of play beyond construction and into other modes of play, including, but not limited to, physical, dramatic, and sensory play.

FIGS. 2A-2E are an example of an elastomeric block with holes passing through the block. FIG. 2A is an example of an isometric view of the block. FIG. 2B is an example of an isometric view of the same block with dashed lines showing the holes in the internal geometry. FIG. 2C is an example of a top view of the block. FIGS. 2D and 2E are examples of cross-section views of the same block.

The elastomeric block 200 as a geometric cube may be made of elastomeric materials with holes 201 or pockets 401 removed from the body of the block. The holes 201 may be the same diameters 201a and 201c or different diameters 201b. Regardless of diameter, the holes 201 remove material from the body of the elastomeric block 200. The holes 201 may intersect internally. Passing the holes 201 through the body of the block may create variable wall thicknesses 202 inside the block. Varying wall thicknesses 202a and 202b may change the effective spring constant of the elastomeric material, thereby changing the behavior of the complete block. By adjusting the absolute and relative diameter of the holes 201, the wall thickness 202 may be adjusted, for example, the effective spring force of the block may be adjusted and tuned.

FIG. 3 is an example of a kit with the elastomeric material of a block flexing to match the shape of an inserted connecting post. A perspective view of the block may show an exemplary use of the kit 101 with the elastomeric block, shown in FIG. 2, flexing to conform to the shape of an inserted connecting post 300. When used for construction or as a spring, the elastomeric material of the block 200 may flex 203 and conform 204 to the shape of connecting posts 300 inserted into the holes 201. The deformation 203 of the elastomeric material may cause it to grip onto inserted objects with a strong friction-enabled clamp force. This clamp force, caused by the deformed elastic material returning to the neutral state, may clutch individual or multiple connecting posts. The flexibility of the elastomeric material may allow it to conform to any shape of the connecting posts, as long as the connecting posts are not so large as to be beyond the tensile limit of the material. Any shape or geometry of a connecting post may fit into the holes of the block because the block 200 is an elastomeric material. All embodiments of the invention may take advantage of elastomeric deformation 203 of the block 200 to conform 204 and therefore clutch any objects, including connecting posts 300, inserted into the holes or pockets 201.

FIG. 4 is an example of an isometric view of a set of exemplary non-cube embodiments of blocks. A set of exemplary blocks may be in shapes other than a cube, including but not limited to, platonic solids 210, prisms 220, and pyramids 230. All embodiments of the block 200 may be made of elastomers and include faceted surface geometries 213. They may include larger diameter holes 211 and 221 and smaller diameter holes 222 and 231 that pass through the body of the block and intersect 212 and 232 within the body of the block. Intersecting holes 201 within the block 200 may enable posts and other objects to pass completely through the block.

FIGS. 5A-5C are an example of a block with pockets instead of through holes. FIG. 5A is an example of an isometric view of the block with dashed lined showing the internal geometry. FIGS. 5B and 5C are example of top and side views of a block with pockets.

FIG. 5 illustrates multiple views of a block 400 with pockets 401 or recessions instead of through holes. The holes 201 in the primary blocks of the system 200 do not need to be holes, instead, for example, the blocks 400 may include recessions or pockets 401. Blocks with recessions 400 may also be made from an elastomeric material. The clamping behavior of the pockets 401 in blocks with recessions 400, with respect to different connecting posts 300, may be the same as that of the holes 201 in blocks with holes 200. These pockets 401 may behave the same as the holes 201 in the blocks, flexing 203 and conforming 204 to connecting posts 300.

FIG. 6 is an example of an isometric view of a block with a combination of pockets and through holes. Another example of the block 600 may include both holes 601 and pockets 602.

FIGS. 7A-7B are an example of the top and cross-section views of the block in FIG. 5. FIG. 7A shows a top view outlining the location of cross section views of the block in FIG. 5. FIG. 7B shows a cross section of the pockets as straight holes with constant diameters.

The top and cross-sectional views illustrate the inner body of a block with pockets 400. The pockets may have a constant diameter 402 extending the depth of the pocket, and the bottom of pockets may be flat 403. The behavior and geometry of the pockets 401 may be the same as that for holes 201.

FIGS. 8A-8E are an example of a block with through holes and pockets of varying geometry. 8A shows an isometric view of the block. FIG. 8B shows an isometric view of that same block with dashed lines showing the internal geometry. FIG. 8C shows a top view outlining the location of cross section views of the block, and 8D and 8E show exemplary cross sections of the same block.

Another example of the elastomeric block 200 may include a variety of holes and pockets internal to the body of the block. The diameter and depth of holes and pockets may decrease over the length 502, increase over the length 504, or oscillate 503. The profile of the holes or pockets may also vary, from geometric circles to rectangles 504 or to asymmetric or non-geometric shapes 503.

FIG. 9A-9D are an example a block with flaps and perforated end-conditions at the bottom of the pockets. A block with flaps and perforated end-conditions at the bottom of the pockets is described herein. FIG. 9A shows an isometric view of a block with dashed lined showing the internal geometry. FIGS. 9B, 9C, and 9D show complete top and side views of the same block.

A block 700 with perforated 701 and cut 702 end-conditions of the pockets in the block may be described herein. In blocks with pockets 400, 500, and 600, the end-condition of the pocket may include geometries that are flat 502, rounded 504, perforated 701, or turned into flaps 702, allowing an object to pass through. By adjusting the size, thickness, number, and shape of the perforations or flaps, the resulting wall thickness and effective elasticity of the block may be tuned to create a target behavior. The perforations and flaps may also impact the airflow, influencing any suction force due to the pocket and deformation of the block during use.

FIGS. 10A-10B are an example of a block with a connecting post integrated into the block. FIG. 10A shows an isometric view of a block with dotted lines indicating the internal geometry. FIG. 10 shows a side view of the same block.

A block 800 with holes 801, pockets 802, and an external arm 803 that acts as an connecting post integrated into the block is described herein. In the construction mode of play, integrating the connecting post as an arm 803 on the block 800 may allow connection through the clamp force 204 from the elastomeric material deformation. In another example, the elastomeric material and surface of the block may be deformed to connect blocks together through a suction force instead of with a connecting post.

Varying the hole or pocket geometry in blocks with holes 200, pockets 400, or some combination of holes and pockets 500, 600, 700, and 800 may be used to adjust and tune the clamping force and gripping characteristics of the elastomeric blocks on a range of connecting post 300 geometries. Combining different hole sizes, depths, and shapes may also be used to tune the system to a particular elasticity when bouncing or squishing in other applications.

FIG. 11 is an example of an isometric view of a set of exemplary connecting post. The series of connecting posts 300 may be used to attach multiple blocks 200 together. Connecting posts may be round 300a, non-linear 300b, rectangular 300c, or curved 300d. Connecting posts may be made of rigid materials, for example, wood, plastic, metal, or the like, and may include mechanical or electronic attachments or assemblies. These different materials and assemblies may enable the parts of the kit to interact with each other and the deformation of the blocks in many ways.

FIG. 12 is an example of an isometric view of a connecting post including an attached wheel. A connecting post 900 may include an insert 301 and a wheel 302. Connecting posts may also include moving elements, for example, hinges, bearings, or electronic elements like sensors, printed circuit boards, or batteries. Using elements like wheels, hinges and inserts as parts of connecting posts may expand the use of the posts beyond connection in construction and into broader types of play. A connecting post 900 with a wheel 302 may be used in construction, and may also be played with as a launcher through high-speed spinning momentum and friction. A connecting post embedded with sensors may be used to trigger a remote interaction or response in connecting posts or blocks during construction or kinetic play. Interactions and play including construction, kinetic, or even musical play are ways the connecting posts may be used independently of the blocks.

FIG. 13 is an example usage of the kit including blocks and connecting posts combining to form a car-like toy. An example of a kit described herein may be used for construction play, as a set of connecting posts 300a-e may be combined with blocks 200a-b to construct a toy car 102. In construction play, the elastomeric block 200 may be used for attaching multiple connecting posts 300 to each other. The elastomeric blocks 200 may be connected and extended with connecting posts 300. The connecting posts 300 may connect the elastomeric blocks and also expand the system beyond simple construction and into representative play.

FIG. 14 is an example view of the kit with a block and connecting posts put together to form a launcher, using the block as the spring and the connecting posts as arms. Another example use of the block 200 in construction play may be as a spring energy source or dampener for the rest of the kit. Another example use of the kit 103, as two connecting posts 300a-b inserted into a block 200, may be flexed to create catapult-like object 102 with the deformation 203 and subsequent elasticity of the block behaving as the spring for a launching arm. The combination of the material and geometry acting as a functional spring or damper may be a mode of play which may not seem obvious in a children's toy, but may be used as an element in a wide variety of larger toys, such as a suspension system in wheeled toys, or as an end-of-rail brake in a model trainset.

As described herein, many of the embodiments relate to the construction mode of play of the system, but there may be other modes of play. The material and geometry may encourage and enable other modes of play beyond just construction. The embodiments described herein may also be intended for movement play, such as playing catch or tag.

FIG. 15 is an example of a block and the paths it may take when dropped or thrown and bouncing. A block 200 and some of the paths it may take when dropped, thrown, or bounced may described herein. The holes 201 or pockets 401 may change the effective cross-section 202 of the block 200, allowing the effective spring constant and rebound force to be tuned by variations in the geometry and specific material properties. These varying levels of elasticity may mean that when a block falls, it bounces 207, but it bounces back with a varying force and magnitude 207a-c. Non-uniform compression of the faceted surface of the geometric shape may direct the rebound in an unexpected direction 207a-c. The combination of these two parameters may mean, that when throwing or bouncing a block 200, it is unclear what direction the block may travel in or how far it will go. The faceted surface 213 of the block 200 may also prevent the block from rolling away since a rolling block will stop on a facet. This mode of play may be physical play similar to ball-play and may be independent of the construction element of the system.

FIGS. 16A-16C are an example of an elastomeric block with embedded electronics. FIG. 16A is an example of a top view of the block with embedded electronics. FIGS. 16B and 16C are examples of cross-section views of the same block with embedded electronics. The elastomeric block 200 may have embedded electronics 240.

The embedded electronics may extend sensory play through basic self-contained aesthetic functions, for example, lighting up or beeping. The electronics may also account for and include power sources, circuitry, sensors, and other components that may enable other forms of play by triggering interactions between blocks, posts, or a computer somewhere.

In an example of extending play through the embedded electronics, a camera or circuit may be embedded in a block and may record video or accelerometer data when the block is thrown and transmit the information to a computer or smartphone nearby.

This data collection and transmission may enable play through analysis and repetition, creating opportunities for games based on numbers and metrics. Using electronics to sense and transmit data may also extend and amplify the interactions between the physical blocks. Through sensing positioning, the blocks may be used in conjunction with a computer as a way to physically explore programming and control systems. The electronics may enable modes of play that encourage more advanced interactions within the system, further extending the depth and complexity of the system for more advanced users.

FIG. 17 is an example of an isometric view of a set of exemplary connecting post with embedded electronics. The connecting posts 300a-330d may have embedded electronics 340. The embedded electronics 340 may extend play, similar to the embedded electronics in the elastomeric block. In an example of extending sensory play through the electronics in the block and post, the embedded electronics in a connecting post may include speakers and sensors that read electronic identifiers embedded in a block and then use those identifiers to play different songs based on which block it is.

Another mode of play, for example, dramatic play, may be encouraged by the abstract nature of the geometries of the blocks. In most embodiments the lack of specific visual details may encourage abstract thought. For example, through the combination of elements with a size that easily fits in one's hand and non-representational geometry, the kit does not prescribe a specific use. Much like a cardboard box, by not looking like something specific, the kit may encourage imaginative play so that it may be turned into anything during dramatic play. One exemplary use of the invention for dramatic play may be the use of a connecting post inserted into a block as a pretend handheld microphone in dramatic play.

Another mode of play, sensory play, may be encouraged through the material, surface finish, and visual coloring of the entire system 100. In all embodiments the materials, surface finishes, translucency, and other properties may enable exploration and discovery of different sensory responses through touch, sight, sound, taste, and smell. Color variation, visual textures and translucency in both blocks 200 and connecting posts 300 may enable visual exploration. Durometer and geometry variations in blocks 200 and connecting posts 300 encourage exploration by touch. Variations in surface textures and surface finishes in blocks 200 and connecting posts 300 may also encourage exploration by touch and taste. Different rigid materials of connecting posts 300 create opportunities to explore texture, acoustic resonance, and other sensory outputs through play. Small children with low dexterity in particular may be able to play with the invention through sensory play. These descriptions are some but not all of the ways the invention encourages and enables sensory play.

The foregoing invention description includes multiple modes of play, and all modes of play are not limited to children. The invention may be used by people of any age, physical capability, or mental capability, and the mode of playing with the invention will adjust to the capabilities of the people or person playing with it.

In the foregoing description, the embodiments of the invention have been described with reference to specific embodiments thereof. It is evident that various modifications and changes can be made thereto without departing from the broader spirit and scope of the invention as set forth in the claims. The specification and drawings are, accordingly, to be regarded in an illustrative rather than a restrictive sense.

ELASTOMERIC BLOCK SYSTEM FOR MULTI-MODAL PLAY

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