MODULAR AND CUSTOMIZABLE TOY SYSTEMS COMPRISING BUILDING BLOCKS, REMOVABLE NON-ADHESIVE GRAPHICS, AND BUILT-IN INSTRUCTIONS

Abstract

Customizable adhesive building blocks are not restrained in construction, offering near infinite permutations for structures resulting therefrom. Distinct indicia, color, and/or shape can be used to inspire children to construct according to their imagination. Alternatively, instructions can lead children to construct predetermined structures or hint at how to solve puzzle(s) with a limited number of solution(s).

Description

FIELD OF THE INVENTION

The present invention relates generally to an apparatus and corresponding method of use in at least the toy, arts, and/or crafts industries. More particularly, but not exclusively, the present invention relates to modular and customizable toy systems comprising building blocks, removable non-adhesive graphics, and/or built-in instructions.

BACKGROUND OF THE INVENTION

The background description provided herein gives context for the present disclosure. Work of the presently named inventors, as well as aspects of the description that may not otherwise qualify as prior art at the time of filing, are neither expressly nor impliedly admitted as prior art.

Children love toys. For children, toys are more than just fun and games. Most toys provide at least some opportunity for children to learn. The best toys engage the senses, spark imaginations and encourage children to interact with others.

From a very early age, children are eager to learn more about the world around them. Every new shape, color, texture, taste, and sound presents an opportunity to learn more. Parents quickly identify giving their children toys that are safe and stimulating will help their children discover their senses. Rattles and toys that make music are favorites of infants. Toys with contrasting colors are fascinating to babies and stimulate their developing vision. As they grow, infants can use toys to explore object permanence and cause and effect relationships. They also need objects such as blocks to help them build motor skills and hand-eye coordination.

Toddlers can play with a wider variety of toys than infants. Toddlers may still enjoy some of the toys they played with as babies, however they also need that are designed with their increased capability to learn in mind. Even the same blocks they played with previously can provide them with new and different educational opportunities as their knowledge expands. Shape sorters are great for toddlers. They teach them how to match similar items and provide parents the opportunity to teach them the names of the shapes. Lego® blocks, for example, provide an opportunity to learn more about colors and symmetry developing a child’s motor skills.

When children reach schooling age, parents and teachers shift their focus from helping children discover their senses to developing a child’s aptitude for lingual (e.g., written and spoken), numeric, memorial, and social skills. There are a lot of toys that encourage this type of learning, from simple alphabet puzzles to high-tech electronic gadgets. These toys help give children a head start by introducing them to the things they will be learning in school. Kids who are in school can supplement their learning with recreational and educational toys. Giving children the opportunity to have fun while practicing the things they are learning in school will increase their retention of those things.

The act of collecting toys offers an opportunity for a child to make an emotional connection with their toys. Not surprisingly, the value a child assigns to any given collection is not monetary but sentimental. The collections allow children to relive previous experiences and connect themselves to a period or to a time they feel strongly about. This in effect helps ease insecurity and anxiety and allows the past to continue to exist in the present. Some children collect for the thrill of the hunt. For these children, collecting is a quest, and may develop into a lifelong pursuit which can never be completed. When children collect, they experiment with arranging, organizing, and presenting a part of the world which may serve to provide a safety zone, a place of refuge where fears are calmed, and insecurity is managed. Motives are not mutually exclusive, rather, different motives combine for each collector for a multitude of reasons.

It is often a challenge for toy developers to design a collection which can be used for a purpose other than simply collecting the item itself, such as stimulating the child’s senses while the child is playing with the toy collection or challenging the child’s aptitude for continued learning. For example, water balloons and water bombs are toys which can stimulate a child’s senses and engage the child’s aptitude for continued learning while the child is playing with the toy, however the child is left with nothing to collect after a water balloon war but latex rubber that must be discarded in the trash. In another example, trading cards are collectable toys which are limited in their ability to stimulate a child’s senses during play. In yet another example, dolls are collectable toys which are limited in their ability to challenge the child’s aptitude for continued learning.

Thus, there exists a need in the art for toy(s) which address these issues and do not rely on the use of expensive, high-tech electronic gadgets. Even more particularly, there exists room to improve the state of the art with respect to building blocks, such that there are near limitless permutations of structures available for construction and such that connections between blocks remain strong.

SUMMARY OF THE INVENTION

The following objects, features, advantages, aspects, and/or embodiments, are not exhaustive and do not limit the overall disclosure. No single embodiment need provide each and every object, feature, or advantage. Any of the objects, features, advantages, aspects, and/or embodiments disclosed herein can be integrated with one another, either in full or in part.

It is a primary object, feature, and/or advantage of the present invention to improve on or overcome the deficiencies in the art.

It is still yet a further object, feature, or advantage of the present invention to favor adhesive contact surfaces over the use of mechanical fasteners to establish securement among several blocks. For example, the blocks need not employ the use of screws, nuts, bolts, pins, rivets, staples, washers, grommets, latches (including pawls), ratchets, clamps, clasps, flanges, ties, welds, or any combination thereof.

It is still yet a further object, feature, or advantage of the present invention to provide a toy that utilizes colors and shapes to stimulate a child’s senses. Moreover, similar to weighted dice, mass throughout the blocks can vary such that even blocks with identical color and/or shape have different play properties.

It is still yet a further object, feature, or advantage of the present invention to educate children.

It is still yet a further object, feature, or advantage of the present invention to provide a child the ability to play with the toy while playing with other children. For example, a means for engaging social media may be provided with the toy.

It is still yet a further object, feature, or advantage of the present invention to provide a toy that may be played with in a wide variety of applications. For example, children can collect distinct blocks to form new structures previously not possible.

It is still yet a further object, feature, or advantage of the present invention to provide a toy that is safe, cost effective, and durable. For example, the blocks should be non-toxic and should not pose a substantial risk of choking. The use of non-adhesive graphics, a dust resistant adhesive, and materials of sufficient strength can improve longevity of the blocks.

It is still yet a further object, feature, or advantage of the present invention to provide a toy that is aesthetically pleasing and/or is capable of creating aesthetically pleasing structures. For example, the blocks can be themed with animals; trains, planes, automobiles, boats, and other modes of transportation; and/or even simply shapes such as swirls, stars, circles, squares, triangles, pentagons, and combinations thereof.

It is still yet a further object, feature, or advantage of the present invention to practice methods which facilitate use, manufacture, assembly, and repair of a toy accomplishing some or all of the previously stated objectives.

It is still yet a further object, feature, or advantage of the present invention to incorporate a toy into a system or kit accomplishing some or all of the previously stated objectives.

These and/or other objects, features, advantages, aspects, and/or embodiments will become apparent to those skilled in the art after reviewing the following brief and detailed descriptions of the drawings. Furthermore, the present disclosure encompasses aspects and/or embodiments not expressly disclosed but which can be understood from a reading of the present disclosure, including at least: (a) combinations of disclosed aspects and/or embodiments and/or (b) reasonable modifications not shown or described.

BRIEF DESCRIPTION OF THE DRAWINGS

Several embodiments in which the present invention can be practiced are illustrated and described in detail, wherein like reference characters represent like components throughout the several views. The drawings are presented for exemplary purposes and may not be to scale unless otherwise indicated.

FIG. 1 shows a photographic kit view of adhesive building blocks. This particular kit is just one exemplary collection of building blocks of a nearly infinite number of potential combinations of blocks.

FIG. 2 shows a photographic assembly view of the adhesive building blocks put together in a particular structure.

FIG. 3 shows a photographic assembly view emphasizing how building blocks can be suspended from a vertical wall through use of an adhesive with sufficient bonding strength.

FIG. 4 shows a perspective sketch of a conical shaped building block in front of a container for storing the same.

FIG. 5 provides examples of assembled models, according to some aspects of the invention.

FIG. 6 shows children playing with assemblies including the adhesive blocks that are free from (i.e. do not include) glue, mechanical fasteners, and magnets.

FIG. 7 includes a flow diagram exemplifying a method for assembling the adhesive building blocks.

FIG. 8 shows a first exemplary themed kit and aspects of packaging related thereto.

FIG. 9 shows a second exemplary themed kit and aspects of packaging related thereto.

FIG. 10 shows a third exemplary themed kit and aspects of packaging related thereto.

FIG. 11 shows a fourth exemplary themed kit and aspects of packaging related thereto.

FIG. 12 shows a fifth exemplary themed kit and aspects of packaging related thereto.

An artisan of ordinary skill need not view, within isolated figure(s), the near infinite number of distinct permutations of features described in the following detailed description to facilitate an understanding of the present invention.

DETAILED DESCRIPTION OF THE INVENTION

The present disclosure is not to be limited to that described herein. Mechanical, electrical, chemical, procedural, and/or other changes can be made without departing from the spirit and scope of the present invention. No features shown or described are essential to permit basic operation of the present invention unless otherwise indicated.

As shown in FIG. 1, the kit 100 features many different types of building blocks, including those that vary in shape, color, and mass.

The building blocks may take on any known three-dimensional shape. For example, the shape of the building blocks may be selected from the group consisting of polyhedrons 102 (including pyramids, cubes, etc.), cylinders 104 (shown in FIG. 3), ellipsoids (including spheres), partial ellipsoids (including hemispheres), cones 106 (shown in FIG. 4), surfaces of revolution (including tori), helixes (e.g., coils and springs), irregular prisms 126, and any combination thereof. The building blocks 102, 104, 106 may be solid, partially hollow, or completely hollow.

For example, the building blocks 102, 104, 106 may comprise a color or several colors which contrast or are compatible with color(s) of adjacent block(s). For example, where it is desired for the object to blend in with its surroundings, camouflage may be utilized. The color may for example comprise primary color, secondary color, tertiary color, or any combination thereof. The color may be substantially dark or substantially light to reduce or increase the likelihood of the object being noticed. Reflective elements may be added or subtracted from the building blocks 102, 104, 106 to alter a reflectivity of the object. For example, to increase an object’s reflectivity, mirror-like finishes and/or reflective paints can be applied. Furthermore, the visual appearance of the building blocks 102, 104, 106 may be altered to provide a particular visual effect. Visual effects affect how an object appears to a person when looking at the object. Non-limiting examples of visual effects include changing the color of an object; increasing or decreasing color contrast between adjacent objects; increasing or decreasing an object’s reflectivity; and emitting light with an object such as a light bulb or a phosphor, such as small light emitting diodes (LEDs).

Mass within the building blocks need not be uniformly distributed or symmetric. Rather, like weighted dice, the building blocks 102, 104, 106 and/or sides 108 of the same can be weighted so as to suggest a use for play, increase durability of structures constructed, or even to increase the permutations of potential structures available for creation.

The building blocks 102, 104, 106 all preferably feature the use of at least one substantially flat side that can make adhesive contact with another substantially flat side of a distinct building block. In other words, the counterpart sides 108 and/or edges 110 are intended to be placed into coextensive engagement with juxtaposed counterpart sides 108 and/or edges 110 located on another of the components thanks to adhesive 112. The designated pairs of complementary counterpart sides 108 and/or edges 110 are of complementary shape so when they are placed in the proper position the components form a predetermined solution 124, as shown in FIG. 2, or simply a building block assembly 122 with a structure and/or pattern according to the child’s imaginative preference, as shown in FIG. 3.

The predetermined solution 124 can also be an alphanumeric string of letters and digits, said alphanumeric string of letters and/or digits, such as a number (e.g. the year “2020”) or a word (e.g. a child’s name). More than one predetermined solution 124 can result from a particular group of blocks 102, 104, 106. For example, an educational puzzle comprising nine individual blocks, adapted to be arranged into a grid pattern of three blocks down and three blocks across, such as that shown in U.S. Pat. No. 4,508,347 to Shettler, now in the public domain, could be configured so as to be selectively arranged in a grid pattern capable of forming all twenty-six of the individual letters of the alphabet, on the combined top surfaces of the nine blocks, devoid of portions of any other letter outside of the contiguous form of the letter being represented.

The adhesive 112 is either applied to or imbued within the building blocks 102, 104, 106 so as to give the same a sticky or tacky nature. The adhesive 112 is preferably a chemical substance with a bonding strength sufficient to fasten one building block 102, 104, 106 to a vertical wall 116 without the need for mechanical and/or magnetic fasteners such that the one building block 102, 104, 106 does not unfasten due to a gravitational force. However, the chemical substance should still allow for the building blocks 102, 104, 106 to later be separated from each other and the vertical wall 116 such that the building blocks 102, 104, 106 can be reused. To enhance reuse, a dust resistant adhesive can be used and the buildings blocks 102, 104, 106 can be stored in a container of desirable humidity and air conditions so as to best preserve the adhesive 112. In some embodiments, the adhesive 112 is a PNC or PP film, which is lamination-coated or UN-coated. The adhesive film is then attached on the sides 108 of the building blocks 102, 104, 106 which are adjacent to each other with the commonly possessed edge 110 interposed therebetween.

It is within the scope of the present invention that indicia 118, instructions 120, and/or other desirable identifying information made up of letters, numbers, graphics, markings, and/or other symbols be printed on the side 108 of each building block 102, 104, 106, preferably located along and associated with each counterpart side 108. Any suitable process for so doing that is compatible with the material that building blocks 102, 104, 106 is manufactured of, such as a silk screen or photolithograph process or the like can be used. The indicia 118, instructions 120, and/or other identifying information can be raised (embossed), depressed, stamped, etched, written, labeled, painted, coated, or otherwise applied to the building blocks 102, 104, 106. Indicia 118 and instructions 120 can be applied to both planar and non-planar surfaces and can be included in the form of removable and/or reusable labels.

It thus follows that in operation, all components of the kit 100 can be used to develop a child’s creativity. In particular, the colors and graphic representations of the building blocks 102, 104, 106 are the foundation upon which a theme can be built. The child plays with the blocks by contacting a surface (e.g. a table or a wall) or a starting adhesive block 102, 104, 106 with subsequent adhesive blocks 102, 104, 106.

Product packaging can included with the building blocks 102, 104, 106 disclosed herein. Such product packaging may be useful for shipping kits to children in a compact manner prior to first use. The product packaging can completely subsume the building blocks 102, 104, 106 and all of the components therein or only encompass a portion thereof. The product packaging will typically include plastics, thermoplastics, glass, wood, wood wool, paper, paperboard, corrugated cardboard, other biodegradable or recyclable materials, or the like. Optionally, the product packaging can include a product identifier, such as a word or trade mark, on the product packaging; a viewing window for viewing at least one component and/or the entirety of the building blocks 102, 104, 106 or kit 100 on or near the product packaging; instructions for using a part or all of the building blocks 102, 104, 106 or kit 100; a hang tab from which the packaging can hang from shelves in public stores; and/or perforations, folds, pull strings, and/or other elements which facilitate ripping, cutting, and/or opening the product packaging. The product packaging is particularly effective with respect to marketing the product to/for children.

A watertight seal (e.g. gaskets) and/or a heat seal may be established to seal products, packaging, and/or other thermoplastic materials together. Heat seals are particularly effective at joining join similar materials together. Heat sealing is typically performed with uniform thermoplastic monolayers or with materials having several layers, at least one being thermoplastic. In some embodiments, the heat seal is intended to permanently bond two materials together. In other embodiments, the heat seal is designed to break if enough force is applied.

According to some other aspects of the present disclosure, a child may use the building blocks 102, 104, 106 with their friends or to engage social media. For example, children can share with other children the building blocks 102, 104, 106 of their collection, which may potentially lead to children trading the building blocks 102,104, 106 and/or other items, including finished structures or digital recordings (photos, videos) thereof of their collection to other children for the building blocks 102, 104, 106 and/or other items of other collections.

A person may be broadcasted on a social media platform using building blocks 102, 104, 106. The social media platform may be accessed through a network. The network could, for example, be a wide area network (“WAN”), a TCP/IP based network, a cellular network, a local area network (“LAN”), a neighborhood area network (“NAN”), a home area network (“HAN”), or a personal area network (“PAN”) employing any of a variety of communications protocols, such as Wi-Fi, Bluetooth, ZigBee, near field communication (“NFC”), etc., although other types of networks are possible and are contemplated herein. The network typically allows communication between the communications module and the central location during moments of low-quality connections. Communications through the network can be protected using one or more encryption techniques, such as those techniques provided by the Advanced Encryption Standard (AES) (which superseded the Data Encryption Standard (DES)), the IEEE 802.1 standard for port-based network security, preshared key, Extensible Authentication Protocol (“EAP”), Wired Equivalent Privacy (“WEP”), Temporal Key Integrity Protocol (“TKIP”), Wi-Fi Protected Access (“WPA”), and the like.

FIGS. 5-12 show and/or describe potential themes for the blocks, indicates compatibility of adhesive blocks across all themed kits described therein.

FIG. 5 provides examples of assembled models, according to some aspects of the invention.

FIG. 6 shows children playing with assemblies including the adhesive blocks that are free from (i.e. do not include) glue, mechanical fasteners, and magnets.

The exemplary builds/themes shown in FIGS. 7-12 can be adapted so as to be used in addition to and/or combined with any other builds/themes, including all of those builds/themes described herein.

In greater particularity, FIG. 7 includes a flow diagram exemplifying a method for assembling the adhesive building blocks wherein a model T-rex is assembled by following the directions included therewith.

FIG. 8 shows a first exemplary themed kit and aspects of packaging related thereto, said first exemplary themed kit relating to blocks styled to look like human character builds.

FIG. 9 shows a second exemplary themed kit and aspects of packaging related thereto, said second exemplary themed kit relating to a food play set. A completed build can include models of various food items, such as fries, burgers, and the like.

FIG. 10 shows a third exemplary themed kit and aspects of packaging related thereto, said third exemplary themed kit relating to a Jurassic (dinosaur themed) adventure. A completed build can include models of various dinosaurs, vehicles, and the like.

FIG. 11 shows a fourth exemplary themed kit and aspects of packaging related thereto, said fourth exemplary themed kit relating to a princess castle build. A completed build can include models of various castles, horses, princesses, and the like.

FIG. 12 shows a fifth exemplary themed kit and aspects of packaging related thereto, said fifth exemplary themed kit relating to a mega-city / all play set. A completed build can include models of various buildings vehicles, trees, domiciles, and the like.

From the foregoing, it can be seen that the present invention accomplishes at least all of the stated objectives.

LIST OF REFERENCE CHARACTERS

The following table of reference characters and descriptors are not exhaustive, nor limiting, and include reasonable equivalents. If possible, elements identified by a reference character below and/or those elements which are near ubiquitous within the art can replace or supplement any element identified by another reference character.

List of Reference Characters
100 exemplary building block kit
102 polyhedral building block
104 cylindrical building block
106 conical building block
108 external surface / side
110 edge
112 adhesive
114 contact connection
116 vertical wall
118 indicia
120 instructions
122 building block assembly
124 puzzle solution
126 irregular building block
128 container
130 model
132 cling graphics

The present disclosure is not to be limited to the particular embodiments described herein. The scope of the invention is defined only by the appended claims, along with the full scope of equivalents to which such claims are entitled.

GLOSSARY

Unless defined otherwise, all technical and scientific terms used above have the same meaning as commonly understood by one of ordinary skill in the art to which embodiments of the present invention pertain.

The terms “a,” “an,” and “the” include both singular and plural referents.

The term “or” is synonymous with “and/or” and means any one member or combination of members of a particular list.

The terms “invention” or “present invention” are not intended to refer to any single embodiment of the particular invention but encompass all possible embodiments as described in the specification and the claims.

The term “about” as used herein refer to slight variations in numerical quantities with respect to any quantifiable variable. Inadvertent error can occur, for example, through use of typical measuring techniques or equipment or from differences in the manufacture, source, or purity of components.

The term “substantially” refers to a great or significant extent. “Substantially” can thus refer to a plurality, majority, and/or a supermajority of said quantifiable variable, given proper context.

The term “generally” encompasses both “about” and “substantially.”

The term “configured” describes structure capable of performing a task or adopting a particular configuration. The term “configured” can be used interchangeably with other similar phrases, such as constructed, arranged, adapted, manufactured, and the like.

Terms characterizing sequential order, a position, and/or an orientation are not limiting and are only referenced according to the views presented.

The term “play” can be used herein as an adjective, a verb, a noun, or any other suitable part of speech given proper context. As an adjective, “play” means relating to an activity engaged in for enjoyment and recreation, especially by children. As a verb, “to play” means to engage in a game or activity for enjoyment or recreation. As a noun, “play” means an activity engaged in for enjoyment and recreation.

The “scope” of the present invention is defined by the appended claims, along with the full scope of equivalents to which such claims are entitled. The scope of the invention is further qualified as including any possible modification to any of the aspects and/or embodiments disclosed herein which would result in other embodiments, combinations, subcombinations, or the like that would be obvious to those skilled in the art.

Claims

1. A kit of building blocks comprising: polyhedral building blocks;an adhesive substantially covering every external surface of the building blocks; andnon-adhesive symbols placed on or exposed at non-covered portions of the every external surface.

2. The kit of claim 1 further comprising cylindrical building blocks and/or conical building blocks.

3. The kit of claim 1 wherein at least some of the building blocks are solid or hollow.

4. The kit of claim 1 wherein at least some of the non-adhesive symbols are etched into or embossed onto the building blocks.

5. The kit of claim 1 wherein at least some of the non-adhesive symbols are removable and are placed on top of the each external surface and/or the adhesive.

6. The kit of claim 1 wherein at least some of the non-adhesive symbols are graphic representations.

7. The kit of claim 6 wherein at least some of the graphic representations depict animals, shapes, modes of transportation, and/or letters.

8. The kit of claim 1 wherein at least some of the non-adhesive symbols (118) are numbers.

9. The kit of claim 1 wherein the non-adhesive symbols include instructions on how to use the building blocks, said instructions optionally comprising a method to construct a structure or a method to form a pattern.

10. The kit of claim 1 wherein the building blocks are free from glue, mechanical fasteners, and magnets.

11. The kit of claim 1 wherein the adhesive is dust resistant.

12. The kit of claim 1 wherein the adhesive comprises a chemical substance with a bonding strength sufficient to fasten one building block to a vertical wall such that the one building block does not succumb to gravity, said chemical substance still allowing the building blocks to later be separated from each other and the vertical wall.

13. The kit of claim 1 further comprising product packaging for housing at least some of the components included therein.

14. A method of play comprising: contacting a surface with a first adhesive block;contacting the first adhesive block with a second adhesive block;contacting either the first adhesive block or the second adhesive block with one or more subsequent adhesive blocks, wherein the adhesive blocks are polyhedron with sides substantially covered by an adhesive substance and non-adhesive symbols placed on or exposed at non-covered portions of the sides; andarranging the first adhesive block, the second adhesive block, and the one or more subsequent adhesive blocks in such a manner to form a pattern or structure.

15. The method of claim 14 wherein said pattern or structure is inspired by similar or complementary non-adhesive symbols.

16. The method of claim 15 wherein said pattern or structure forms an alphanumeric string of letters and digits, said alphanumeric string of letters and digits optionally comprising a multi-digit numeral or a word.

17. The method of claim 14 further comprising instructing a user to play in a specific manner with the non-adhesive symbols.

18. The method of claim 14 further comprising removing the adhesive building blocks from storage.

19. The method of claim 14 further comprising deconstructing the pattern or structure and storing the adhesive building blocks in a container.

20. A themed kit comprising: adhesive building blocks; andpairs of alphanumeric characters on external surfaces of the adhesive building blocks, said pairs of alphanumeric characters distributed amongst the adhesive building blocks such that if the adhesive building blocks are assembled by adhering like-alphanumeric characters to one another, a three-dimensional model is formed; andlabels having graphics, said labels capable of clinging to said adhesive building blocks.