PLAY AND LEARNING PLATFORM AND CONNECTOR SYSTEM

Abstract

The present invention relates to a play and learning platform and, more particularly, to a collection of multi-use cardboard box structures that can be connected to form a variety of play or room configurations that, in conjunction with various content, technology applications and, interactive communities, provide a multi-use play and learning platform for children. Also described is a grommet and connector system for connecting a plurality of play structures with one another.

Description

BACKGROUND OF THE INVENTION

(1) Field of Invention

The present invention relates to a personalized play and learning platform and, more particularly, to a collection of multi-use durable box structures that can be connected to form a variety of play configurations and a corresponding connector system that allows for connection of the box structures.

(2) Description of Related Art

Cardboard play structures have long been known in the art. By way of example, white cardboard castles have been produced that allow a child to construct and color the castle. While operable for their single design (e.g., castle design), such existing cardboard play structures do not allow for modular or custom play or room configurations. In other words, such existing cardboard play structures are limited to their single design and do not allow a child to easily modify and expand such play structures.

Further, such existing cardboard play structures are not accompanied by various content, technology applications and, interactive communities. The existing cardboard play structures themselves may include printed patterns in which a child can color the pattern; however, the content provided with existing play structures ends there and does not extend beyond simple colorable patterns.

Thus, a continuing need exists for a collection of multi-use durable box structures that can be easily connected to form a variety of personalized play or room configurations that, in conjunction with various content, technology applications and, interactive communities, provide a multi-use play and learning platform for children.

SUMMARY OF INVENTION

The present invention relates to a personalized play and learning platform and, more particularly, to a collection of multi-use durable box structures (e.g., made of cardboard panels or extruded plastic panels, etc.) that can be connected to form a variety of play or room configurations that, in conjunction with various content, technology applications and, interactive communities, provide a multi-use play and learning platform for children.

This ecosystem is designed to focus on a variety of specific learning and developmental skills for young children such as executive function, 21^st Century and social skills. Further, provided is a continuum of personalized play, stories, games, and learning for different age groups that will frequently change according to different themes, seasons, topical news events, characters and time of year. Such material can be provided as printed material or online or via a software application. These and other features can be specifically customized for children of various age groups and gender, and are designed for use in different locations including homes, children's museums, parties, schools, day care centers and community centers. The invention is modular, personalized, upgradable and can be frequently changed to optimize the fun, learning and interest levels for both the child and parent.

In one aspect, the personalized play and learning platform comprises one or more box structure components, the box structure components formed to be connected with one another to form a personalized play box structure.

In yet another aspect, a plurality of grommets are included.

In another aspect, the plurality of grommets are connected with the box structure components.

In another aspect, a plurality of connectors are included. The connectors are formed to engage with and connect a plurality of grommets with one another to connect two or more box structure components with one another and form a play box structure.

Additionally, the connectors include a retaining handle having a threaded portion extending therefrom.

Further, the connectors include a threadless portion, such that the threadless portion resides between the retaining handle and the threaded portion.

In yet another aspect, the box structure components are formed of folding planar materials that can be folded into a substantially flat form.

In another aspect, the box structure components include one or more of a satellite base, a tunnel, or a lid.

Further, the satellite base includes a floor surrounded by four walls, with at least one of the walls having a doorway cut therethough.

In another aspect, a plurality of holes or grommets are positioned through the planar material forming the satellite base such that they surround the doorway.

Further, the tunnel includes a passageway straddled by two openings, wherein the openings include one or more tabs that protrude away from the tunnel, the tabs having a plurality of holes or grommets, such that the plurality of holes or grommets on the tabs are positioned to align with the plurality of holes or grommets that surround the doorway.

In yet another aspect, a set of decorative panels are included. The decorative panels having decorative elements such that the set of decorative panels collectively forms a theme.

Additionally, each of the decorative panels is formed to have a plurality of holes or grommets that are positioned to align with the plurality of holes or grommets that surround the doorway.

In another aspect, a software application is included. The software application comprises executable instructions encoded on a non-transitory computer readable medium, such that upon execution of the instructions, one or more processors performs operations of providing one or more stories as related to a particular theme and box structure configuration; and providing instructions on how to connect a plurality of box structure components to form a personalized play box structure that is coordinated with the theme, the box structure configuration and particular areas of learning such as 21^st Century skills. Such stories and instructions and other material can also be provided in hard or paper printed versions as well.

Finally, as can be appreciated by one in the art, the present invention also comprises a method for forming and using the play and learning platform described herein.

BRIEF DESCRIPTION OF THE DRAWINGS

The objects, features and advantages of the present invention will be apparent from the following detailed descriptions of the various aspects of the invention in conjunction with reference to the following drawings, where:

FIG. 1A is an illustration depicting an example of a first box structure according to various embodiments of the present invention;

FIG. 1B is an illustration depicting a second box structure as connected to the first box structure as depicted in FIG. 1A:

FIG. 1C is an illustration depicting a collection of box structures as having been assembled into a larger play box structure according to various embodiments of the present invention;

FIG. 1D is an illustration of the play box structure as shown in FIG. 1C;

FIG. 2A is an illustration of an example lid for forming a box structure according to various embodiments of the present invention;

FIG. 2B is an illustration of a satellite base for forming a box structure according to various embodiments of the present invention;

FIG. 2C is an illustration depicting the lid as positioned upon the satellite base according to various embodiments of the present invention;

FIG. 2D is an illustration of a tunnel for forming a box structure according to various embodiments of the present invention;

FIG. 2E is an illustration depicting the lid according to various embodiments of the present invention;

FIG. 2F is an illustration depicting the lid according to various embodiments of the present invention;

FIG. 3 is an illustration of a connector system according to various embodiments of the present invention;

FIG. 4 is an exploded-view illustration of a grommet according to various embodiments of the present invention;

FIG. 5A is a side-view illustration of the grommet according to various embodiments of the present invention;

FIG. 5B is a front-view illustration of the grommet according to various embodiments of the present invention;

FIG. 5C is a cross-sectional, side-view illustration of the grommet according to various embodiments of the present invention, taken from line A-A of FIG. 5B;

FIG. 6A is a top-view illustration of an example knob connector according to various embodiments of the present invention;

FIG. 6B is a rear-view illustration of the example knob connector according to various embodiments of the present invention;

FIG. 6C is a right, side-view illustration of the example knob connector according to various embodiments of the present invention;

FIG. 6D is a front-view illustration of the example knob connector according to various embodiments of the present invention;

FIG. 6E is a left, side-view illustration of the example knob connector according to various embodiments of the present invention;

FIG. 6F is a bottom-view illustration of the example knob connector according to various embodiments of the present invention;

FIG. 7 is an illustration depicting the knob connector as being connected with two grommets and a corresponding two cardboard layers;

FIG. 8 is an illustration depicting the knob connector as being connected with two grommets and three cardboard layers;

FIG. 9A is an exploded-view illustration depicting the knob connector as being positioned for connection with three grommets and three corresponding cardboard layers;

FIG. 9B is an illustration depicting the knob connector as connected with the three grommets and three corresponding cardboard layers;

FIG. 9C is a cross-sectional, isometric top-view illustration of the knob connector as connected with the three grommets and three corresponding cardboard layers as shown in FIG. 9B;

FIG. 9D is a cross-sectional, isometric bottom-view illustration of the knob connector as connected with the three grommets and three corresponding cardboard layers as shown in FIG. 9B;

FIG. 9E is an illustration depicting a decorative panel according to various embodiments of the present invention;

FIG. 9F is an illustration of a box structure, depicting various decorative panels as attached with the box structure;

FIG. 9G is an illustration of another side of the box structure as depicted in FIG. 9F, depicting various decorative panels as attached with the box structure;

FIG. 9H is an illustration of a box structure, depicting various decorative panels as attached with the box structure;

FIG. 9I is an illustration of another side of the box structure as depicted in FIG. 9H, depicting various decorative panels as attached with the box structure;

FIG. 10 is an illustration depicting a system according to various embodiments of the present invention; and

FIG. 11 is an illustration depicting a computer program product according to various embodiments of the present invention.

DETAILED DESCRIPTION

The present invention relates to a personalized play and learning platform and, more particularly, to a collection of multi-use durable box structures that can be connected to form a variety of play configurations and a corresponding connector system that allows for connection of the box structures. The following description is presented to enable one of ordinary skill in the art to make and use the invention and to incorporate it in the context of particular applications. Various modifications, as well as a variety of uses in different applications will be readily apparent to those skilled in the art, and the general principles defined herein may be applied to a wide range of embodiments. Thus, the present invention is not intended to be limited to the embodiments presented, but is to be accorded the widest scope consistent with the principles and novel features disclosed herein.

In the following detailed description, numerous specific details are set forth in order to provide a more thorough understanding of the present invention. However, it will be apparent to one skilled in the art that the present invention may be practiced without necessarily being limited to these specific details. In other instances, well-known structures and devices are shown in block diagram form, rather than in detail, in order to avoid obscuring the present invention.

The reader's attention is directed to all papers and documents which are filed concurrently with this specification and which are open to public inspection with this specification, and the contents of all such papers and documents are incorporated herein by reference. All the features disclosed in this specification, (including any accompanying claims, abstract, and drawings) may be replaced by alternative features serving the same, equivalent or similar purpose, unless expressly stated otherwise. Thus, unless expressly stated otherwise, each feature disclosed is only one example of a generic series of equivalent or similar features.

Furthermore, any element in a claim that does not explicitly state “means for” performing a specified function, or “step for” performing a specific function, is not to be interpreted as a “means” or “step” clause as specified in 35 U.S.C. Section 112, Paragraph 6. In particular, the use of “step of” or “act of” in the claims herein is not intended to invoke the provisions of 35 U.S.C. 112, Paragraph 6.

Please note, if used, the labels left, right, front, back, top, bottom, forward, reverse, clockwise and counter clockwise have been used for convenience purposes only and are not intended to imply any particular fixed direction. Instead, they are used to reflect relative locations and/or directions between various portions of an object.

As noted above, the present invention is directed to a comprehensive play and/or learning ecosystem (platform) that uniquely integrates four main components (or any component or combination thereof) that foster children's imaginative and creative play and learning in many novel ways. Further, the invention includes all of the necessary components, hardware and/or software as may be required to implement the features and functions described herein, including various connectors for forming and connecting the cardboard box structures.

The main components of the play and learning platform are (1) box structures and a corresponding connector system, (2) content, (3) technology, and (4) community. The aspects will be described in further detail below.

(1) Box Structures and Corresponding Connector Systems

As shown in FIGS. 1A through 9D, the invention includes box structure components and a corresponding connector system that can be connected to form a variety of play or room configurations. It should be understood that the box structure components are any suitable components that can be selectively assembled to form a variety of play or room configurations. As a non-limiting example and as shown in FIG. 1A, the box structure components include a satellite base 100, a lid 102, and any other components that can be collectively attached with one another to form a box structure. For example, multiple satellite bases 100 can be connected with one another directly, or via one or more tunnels 104, as shown in FIGS. 1B and 1C. Such modular box structure components are typically connected together to form a series of cardboard box hubs, big enough for one or more children to occupy, with interconnecting cardboard tunnels, through which the children can crawl. Thus, once connected, a larger play box structure 106 is formed, as shown in FIG. 1D.

As noted above and as depicted, the larger play box structure 106 is formed of a plurality of box structure components, such as a satellite base 100, lid 102, and tunnels 104. Each of the various components are formed of any suitable material that provides for the features and functions as described herein. However, desirably, the box structure components are formed of flat-pack, folding, die-cut cardboard pieces (or other planar type materials (e.g., plastic laminate boards)). The flat-pack, folding, and die-cut aspect of cardboard or similar planar materials provides a light weight structure that can be transported and stored easily, while still providing a stable structure for assembly.

To assist in ease of assembly, the various components are connected with one another using a connector system 108. The connector system 108 allows a child or user to easily connect and/or disconnect the various individual box structure components. Further details regarding the connector system are provided below.

Referring again to the individual box structure components, it should be understood that they can be formed in any desired shape. For example, FIG. 2B illustrates an example of a satellite base 100 having four side walls; however, it should be understood that the satellite base 100 and all other box structure components can be formed in any desired shape, additional non-limiting examples of which being formed in a triangular shape, rounded with a bending panel, or hexagonal shape, etc. The satellite base 100 serves as a hub to which additional components can be attached. For example, it includes one or more doorways 200 that are cut out to provide an opening or to which other components (such as another satellite base 100 or a tunnel 104, etc.) are attached.

Windows or other flaps or cutouts can also be added to the satellite base 100. In various embodiments, the satellite base 100 includes a floor (as shown) surrounded by a plurality (e.g., three or more) side walls. Although not limited thereto, in the example as shown, the floor is surrounded by four side walls. In some embodiments, the satellite base 100 includes a permanently affixed roof. However, in other embodiments, the satellite base 100 is roofless, allowing a user to leave it open or attach other components where the roof would traditionally be. For example, the user may decide to build up and attach two satellite bases 100 with one another in a vertical fashion. As another example, should the user desire a roof a lid 102 can be attached with the satellite base 100, resulting in the structure as shown in FIG. 2C. The lid 102 provides structural integrity to the components to which it is attached. The lid 102 can be formed in any desired shape and adorned with a variety of patterns or cutout shapes or other features as desired. As a non-limiting example and also as shown in FIG. 2C, the lid 102 can include a hingedly connected flap 202. For example, three sides of the flap 202 can be cut, leaving one side operating as a living hinge to allow a user to selectively raise and lower the flap 202 as a lookout hole. Additional non-limiting examples of the lid are provided in FIGS. 2E and 2F. As shown in FIG. 2E, the lid 102 can be formed with a series of ventilation slits 210 that are cutout from the lid 102 to allow air and light to pass through and enter the corresponding box structure. As yet another non-limiting example and as shown in FIG. 2F, the lid 102 can be formed to include a translucent pane 212 (e.g., plastic sheet) that can be adhered (e.g., via glue, etc.) to a hole that is cut from the lid 102. Thus, in this example, the translucent pane 212 operates as a window in the lid 102.

Further and as shown in FIG. 2D and mentioned above, a tunnel 104 can be included to attach between various components, such as between satellite bases 100. The tunnel 104 can be formed in any suitable form or shape to allow a user to easily attach and detach the tunnel from the desired component. As a non-limiting example, the tunnel 104 is a four sided tunnel (or five sided, or tubular, or hexagonal, or formed in any other desired shape) straddled by an opening 204 on either end, where of the openings 204 include one or more tabs 206 that protrude away from the tunnel 104. In this example, the tabs 206 include holes or any suitable connector components, such as grommets 208 (as described in further detail below regarding the connector system) that allow the tabs 206 to be affixed with satellite bases 100 or any other desired box component or accessory, etc.

The connector system is any suitable connection mechanism or device that allows a user to selectively connect the various box components. As a non-limiting example, the connector system could include clips (similar to a binder clip) that can be used to connect the various box components. As another non-limiting example and as depicted in FIG. 3, the connector system includes one or more grommets 208 and/or a knob connector 300. The grommets 208 and connectors 300 facilitate the secure, face-to-face connection of cardboard flaps or panels that form the modular mating features of a hub (i.e., satellite base), tunnel, lid, or other box components. The grommets 208 are permanently secured into holes that are pre-punched into the cardboard panels to form a distinct pattern of holes around each aperture (e.g., opening, such as a doorway 200, opening top, or end openings 204 of the tunnel 104) where a joining can be made between various modular cardboard box components and other items, such as panels or accessories (as described below).

Alternatively, the knob connector 300 is formed in any suitable manner to allow it to securely connect with the grommets 208. As a non-limiting example, the knob connector 300 includes a retaining handle 302 having a threaded portion 306 (having screw threads) extended therefrom. In various embodiments, a threadless portion 304 resides between the retaining handle 302 and the threaded portion 306. The threadless portion 304 allows for connection of multiple grommets 208 (or other items) as described in further detail below.

Referring again to the grommet 208, the grommet is any suitable mechanism or device that can be affixed with a planar sheet of material (e.g., cardboard) and provide a stable connector to which the knob connector 300 can be secured. As a non-limiting example and as shown in FIG. 4, the grommet 208 includes a first part 400 that can be connected (via clip tabs 402, etc.) with a second part 404. Further, a thread protrusion 406 is desirably formed in at least one of the parts 400 and 404 to engage with the threads of the knob connector. It should be noted that in other aspects, the grommets may be formed without such a threaded protrusion 406, or with threads all the way through, or any combination thereof.

Notably and as shown in FIGS. 5A through 5C, when the first 400 and second 404 parts are connected with one another, a channel 500 is formed between flanges 502 that extend from parts 400 and 404. The channel 500 accommodates the planar material of the cardboard box components and the flanges 502 allow the grommet 208 to be secured into a hole that is pre-punched or cut into the cardboard panels around each aperture. For example and as shown in FIGS. 2A through 2D, a plurality of grommets 208 can be permanently affixed with each of the box components around each aperture.

As shown in FIGS. 6A through 6F, with a screw thread on the front portion (i.e., threaded portion 306) of the connector 300, and not on the rear (i.e., threadless portion 304), the grommets and connectors 300 are designed in such a way that the connector 300 can be screwed through a first grommet to the point that the screw threads no longer engage (i.e., at the threadless portion 304), and the connector 300 is then loosely retained by that grommet and free to rotate.

In this way and as shown in FIG. 7, after passing through the first grommet 700, the connector 300 can then engage with a second grommet 702. With the engagement on the screw thread of the second grommet 702, the connector 300 brings the grommets 700 and 702 firmly together with rotation of the connector 300. As illustrated, each grommet 700 and 702 is securely affixed with a planar panel 704 of a corresponding box component. Thus and as illustrated, when two grommets (e.g., the first grommet 700 and second grommet 704) are positioned proximate one another, the connector 300 can be used to securely affix the grommets 700 and 702 with one another and, thereby, affix the corresponding box components (and other items) with one another. The threaded portion 306 (or threadless portion 304) can also be used to connect accessories, such as flags, torches, etc. (as described in further detail below). It should be noted that in various embodiments, the connector 300 may not include a threadless portion 304 and, instead, include only the threaded portion 306.

It should also be noted that in various embodiments, the grommet can be separately provided and attached directly to a planar panel or component by a user (e.g., child, adult, etc.). For example, the grommet can include a snap fit attachment that allows a user to easily position it within a hole in the planar panel and affix it with the hole in the planer panel. In various embodiments a hole-punch tool can be included. The hole-punch tool includes a tip or other component that allows a user to easily and selectively punch holes in planar panels at the desired point. As a non-limiting example, the hole-punch tool can be an enlarged hole punch (similar to a conventional paper hole punch) that allows a user to grasp the handles and punch holes in planar panels that are sufficiently large enough to accommodate a grommet and/or connector (e.g., one inch diameter, or any other size as appropriate to the associated connector and/or grommet). Thus, in this aspect, the user can use any cardboard box or planar panel that they may already have in their position, such as old shipping boxes, etc. Once a hole is punched in the planar panel, the user can then use the connectors 300 to easily connect a plurality of such components to form a box structure as described herein.

Although depicted as only connecting two grommets 700 and 704, it should be understood that the connector 300 can be formed of any desired length to penetrate through the relative items and connect any number of grommets, components, and/or accessories (such as two, three, four, etc. box components and/or accessories). For example and as shown in FIG. 8, the connector 300 can be positioned through a hole formed in a 800 cardboard sheet (planar panel), and then through a first grommet 700 (and its corresponding cardboard sheet or planar panel) and a second grommet 704 (and its corresponding cardboard sheet or planar panel). Thus, it should be understood that the connector 300 can be used to connect items having grommets (e.g., first grommet and second grommet 704) and those without grommets (e.g., cardboard sheet 800), or any combination thereof.

As another non-limiting example and as shown in FIGS. 9A through 9C, a third grommet 900 can be engaged with and also secured if said grommet is orientated and positioned correctly in relation to the first grommet 700 and second grommet 704. The third grommet 900 will move along the screw of the connector 300 when the connector 300 is turned, but will remain somewhat loosely sitting on the screw thread, maintaining the same distance away from the second grommet 704 that it had at the point of screw engagement. Thus, and as can be appreciated by those skilled in the art, the grommets and connector 300 can be used to selectively attach any number of material (e.g., cardboard, plastic) layers with one another, depending on the configuration and length of the associated connector 300. For example, a fourth, fifth, or more grommets can be connected using the connector 300 as desired.

For example, while two grommets 700 and 704 and a connector 300 can be used to connect two box structure components and form a play box structure, the third grommet 900 or any other grommet (including the first two grommets) can be used to connect with other box structure components or, in various embodiments, add accessories or other items to the play box structure, such as decorative or thematic treatments (e.g., decorative panel, cardboard mailbox, cardboard flowers or trees, etc.). Thus, the play box structure is formed to not only allow for customized configurations, it can also be customized regarding thematic changes and characters.

For example and as shown in FIG. 9E, decorative panels 902 can be included. The decorative panels 902 are in essence, an accessory (as referenced above) that can be selectively added to customize thematic elements. The decorative panels 902 are formed of any suitable material and of any suitable size that allow them to be affixed with the box structure components. As a non-limiting example, the decorative panels 902 are made of cardboard or plastic panels and formed of a size such that they cover the doorway (depicted as element 200 in FIG. 2B) and have grommets or holes that align with the grommets surrounding such doorways (depicted as element 208 in FIG. 2C) The decorative panels 902 can be bare or, in a desired embodiment, can include a decorative element 904 (e.g., thematic artwork) that provides thematic elements to the box structure.

For example and as shown in FIGS. 9F through 9I, a plurality of decorative panels 902 can be affixed with the various box structure components (e.g., satellite bases 100). Each of the decorative panels 902 include a decorative element 904 that may be different, the same, or coordinated thematically with one another. As a non-limiting example, FIGS. 9F and 9G include decorative panels 902 with decorative elements that include artwork as related to a spaceship, while FIGS. 9H and 9I include decorative panels 902 with decorative elements that include artwork as related to a castle. Thus, the user can selectively build the collective box structure play platform in the desired shape and then add the desired decorative panels 902 to provide a desired theme. In another aspect, the children can draw on the panels 902 and replace them to start again with new blank slates.

As can be appreciated by those skilled in the art, the decorative panels 902 operate as replaceable “skins” that the user can easily replace. As such, the structures will include systems to place and remove characters and accessories with easy up and down features. For example, the decorative panels can be attached via the connector 300 and grommets, or with Velcro, clips, pegs, or using any other mechanism or technique. Other featured items include arts and crafts, props and themed characters. Other non-limiting examples of accessories that can be selectively affixed with the box structure include flags, draw bridges, torches, white boards, black boards, turrets, etc.

(2) Content

In various embodiments, the invention uniquely combines research-based non-digital and digital play and learning pedagogies and techniques such as the Socratic method, problem-based learning, story writing and telling, inquiry based learning, role playing, games, active learning, the whole child approach and digital learning, games, projects and awards with the features and benefits specific to cardboard box play. As a non-limiting example, a story of a prince and princess in a castle can be included with the invention, with the story depicting a castle structure that can be built with the various cardboard box structure components, characters and accessories. The story also engages the children in extended creative play involving characters they create along with those provided and many playful tasks, games and adventures to be imagined and accomplished within the world created by the children, all with targeted skills learning wrapped in really fun play.

An optional research-based and designed guided play curriculum can be offered that encourages the development of important skills, such as executive function, socialization, science, technology, engineering and math and 21^st Century skills such as imagination, creativity, problem solving, critical thinking, collaboration, working alone and together. A learning system continuum will evolve as children develop, providing age and developmentally appropriate learning activities and artifacts for children from ages 2 to 10 (or any other suitable age as appropriate).

A non-limiting example of such a learning model that can be incorporated into the present invention is as follows:

• • a. Creative and Imaginative Play, problem-based learning, two to three children aged two to five, provides:
    • i. Targeted Learning Outcome: Collaborative Play and Problem Solving
    • ii. A printed Story Starter or Adventure Guide is provided that helps gently guide the children using proven play and learning technologies most appropriate for the play session and children's ages at hand.
    • iii. Children's self-determination will be encouraged within minimum structure to encourage creativity, imagination and learning.
    • iv. Children will be encouraged to bring their parents into the loop as decisions are made and milestones encouraged by the story are achieved.
  • b. Provided below is one example of how such a model can be implemented:
    • i. Children are presented an undecorated cardboard structure with three corner boxes (i.e., satellite base boxes and lids) and two connecting tunnels that create a courtyard.
    • ii. The children are encouraged to imagine play structure as their own magical and imaginary world and to decide what it will be, a castle, fort or princess cottage for example.
    • iii. The children are encouraged to decide, among themselves, and designate what the boxes in the structure are to be within the theme, king's castle, princess tower or dungeon.
    • iv. The children will be encouraged to decide, among themselves, to pick one of the structures they all will decorate, and others they will decorate individually.
    • v. An accessories kit can be optionally included that includes items and materials to help effect a particular theme or Adventure.
    • vi. Children will be encouraged to use the thematic decorative panels or bring items from their home into their boxes to add to the fun and to describe why they wanted their items to the other children, parents or child care professionals.
    • vii. Once decorated and the children have moved in, an Adventure Guide or other story or task material (as printed or provided online as one or more stories or content) will pose some tasks or problems that must be solved within the imaginary world that requires each of the children to work together to come up with solutions. The Adventure Guide, for example, does not tell a whole story and, instead, stimulates children to create their own stories and adventures through self-directed play, task, prompts, problems, etc.
    • viii. Task opportunities are endless, parents could suggest or they might be having a party, inviting friends to attend, hosting a big dance, or a holiday parade. The system can also include other task opportunities, such as inquiring about an animal parade and how that can be accomplished. Tasks would be theme specific and with targeted skills learning duties within the task can be divided, such as who is going to do what that leads to team success. This provides for collaborative play, learning, and fun.

(3) Technology

In various embodiments, the invention also includes Internet technology applications, including, for example, electronic mobile applications (as one might download onto a phone or tablet computer) that provide enhanced features and/or enable children and parents to personalize and customize their play structure experiences. As a non-limiting example, the website or mobile application can include structure layout, customized characters, accessories, themes, stories and games themselves. As a non-limiting example and coordinated with the prince and princess example above, the website or mobile application can include animated images and stories as related to the prince and princess, along with instructions on how to assemble the depicted castle with the various cardboard box structures. An augmented reality aspect can also be added to the application, such that as the user moves the mobile device around, animated characters or other items may be added to the screen as it displays various portions of the play box structure.

Technology applications will also enable parents to access teaching guides, tips and focused child development information. As a non-limiting example and coordinated with the prince and princess example above, the website or mobile application may include historical information regarding medieval times and a story regarding a particular prince or princess, along with example etiquette and manners that a prince or princess may be required to maintain.

Further technology applications will include the ability for children to take pictures of their accomplishments and to post those pictures on their personal portal, share them with friends, or to enter contests. Children may also be able to earn ‘reward points’ that can be used to buy additional characters or to upgrade and enlarge the platform. Mobile applications, integrated within the experience, offers digital themes, games, stories and content along with personalization and customization options and support for non-digital play and learning.

The technology applications and other Internet or digital aspects as described herein typically include three “principal” aspects. The first is a system for providing an online learning and play platform. The system is typically in the form of a computer system operating software or in the form of a “hard-coded” instruction set. This system may be incorporated into a wide variety of devices that provide different functionalities. The second principal aspect is a method, typically in the form of software, operated using a data processing system (computer). The third principal aspect is a computer program product. The computer program product generally represents computer-readable instructions stored on a non-transitory computer-readable medium, e.g., an Internet accessible server, a compact disc (CD) or digital versatile disc (DVD), or a magnetic storage device such as a floppy disk or magnetic tape. Other, non-limiting examples of computer-readable media include hard disks, read-only memory (ROM), and flash-type memories. In various embodiments, such computer-readable instructions can downloaded through the Internet, for example, from an Internet accessible server into a mobile phone or tablet computer. These aspects will be described in more detail below.

A block diagram depicting an example of a system (i.e., computer system 1000) of the present invention is provided in FIG. 10. The computer system 1000 is configured to perform calculations, processes, operations, and/or functions associated with a program or algorithm. In one aspect, certain processes and steps discussed herein are realized as a series of instructions (e.g., software program) that reside within computer readable memory units and are executed by one or more processors of the computer system 1000. When executed, the instructions cause the computer system 1000 to perform specific actions and exhibit specific behavior, such as described herein.

The computer system 1000 may include an address/data bus 1002 that is configured to communicate information. Additionally, one or more data processing units, such as a processor 1004 (or processors), are coupled with the address/data bus 1002. The processor 1004 is configured to process information and instructions. In an aspect, the processor 1004 is a microprocessor. Alternatively, the processor 1004 may be a different type of processor such as a parallel processor, application-specific integrated circuit (ASIC), programmable logic array (PLA), complex programmable logic device (CPLD), or a field programmable gate array (FPGA).

The computer system 1000 is configured to utilize one or more data storage units. The computer system 1000 may include a volatile memory unit 1006 (e.g., random access memory (“RAM”), static RAM, dynamic RAM, etc.) coupled with the address/data bus 1002, wherein a volatile memory unit 1006 is configured to store information and instructions for the processor 1004. The computer system 1000 further may include a non-volatile memory unit 1008 (e.g., read-only memory (“ROM”), programmable ROM (“PROM”), erasable programmable ROM (“EPROM”), electrically erasable programmable ROM “EEPROM”), flash memory, etc.) coupled with the address/data bus 1002, wherein the non-volatile memory unit 1008 is configured to store static information and instructions for the processor 1004. Alternatively, the computer system 1000 may execute instructions retrieved from an online data storage unit such as in “Cloud” computing. In an aspect, the computer system 1000 also may include one or more interfaces, such as an interface 100100, coupled with the address/data bus 1002. The one or more interfaces are configured to enable the computer system 1000 to interface with other electronic devices and computer systems. The communication interfaces implemented by the one or more interfaces may include wireline (e.g., serial cables, modems, network adaptors, etc.) and/or wireless (e.g., wireless modems, wireless network adaptors, etc.) communication technology.

In one aspect, the computer system 1000 may include an input device 1012 coupled with the address/data bus 1002, wherein the input device 1012 is configured to communicate information and command selections to the processor 1000. In accordance with one aspect, the input device 1012 is an alphanumeric input device, such as a keyboard, that may include alphanumeric and/or function keys. Alternatively, the input device 1012 may be an input device other than an alphanumeric input device. In an aspect, the computer system 1000 may include a cursor control device 1014 coupled with the address/data bus 1002, wherein the cursor control device 1014 is configured to communicate user input information and/or command selections to the processor 1000. In an aspect, the cursor control device 1014 is implemented using a device such as a mouse, a track-ball, a track-pad, an optical tracking device, or a touch screen. The foregoing notwithstanding, in an aspect, the cursor control device 1014 is directed and/or activated via input from the input device 1012, such as in response to the use of special keys and key sequence commands associated with the input device 1012. In an alternative aspect, the cursor control device 1014 is configured to be directed or guided by voice commands.

In an aspect, the computer system 1000 further may include one or more optional computer usable data storage devices, such as a storage device 1016, coupled with the address/data bus 1002. The storage device 1016 is configured to store information and/or computer executable instructions. In one aspect, the storage device 1016 is a storage device such as a magnetic or optical disk drive (e.g., hard disk drive (“HDD”), floppy diskette, compact disk read only memory (“CD-ROM”), digital versatile disk (“DVD”)). Pursuant to one aspect, a display device 1018 is coupled with the address/data bus 1002, wherein the display device 1018 is configured to display video and/or graphics. In an aspect, the display device 1018 may include a cathode ray tube (“CRT”), liquid crystal display (“LCD”), field emission display (“FED”), plasma display, or any other display device suitable for displaying video and/or graphic images and alphanumeric characters recognizable to a user.

The computer system 1000 presented herein is an example computing environment in accordance with an aspect. However, the non-limiting example of the computer system 1000 is not strictly limited to being a computer system. For example, an aspect provides that the computer system 1000 represents a type of data processing analysis that may be used in accordance with various aspects described herein. Moreover, other computing systems may also be implemented. Indeed, the spirit and scope of the present technology is not limited to any single data processing environment. Thus, in an aspect, one or more operations of various aspects of the present technology are controlled or implemented using computer-executable instructions, such as program modules, being executed by a computer. In one implementation, such program modules include routines, programs, objects, components and/or data structures that are configured to perform particular tasks or implement particular abstract data types. In addition, an aspect provides that one or more aspects of the present technology are implemented by utilizing one or more distributed computing environments, such as where tasks are performed by remote processing devices that are linked through a communications network, or such as where various program modules are located in both local and remote computer-storage media including memory-storage devices.

An illustrative diagram of a computer program product (i.e., storage device) embodying the present invention is depicted in FIG. 11. The computer program product is depicted as floppy disk 1100 or an optical disk 1102 such as a CD or DVD. However, as mentioned previously, the computer program product generally represents computer-readable instructions stored on any compatible non-transitory computer-readable medium. For example, the instructions can be stored on an Internet accessible server and may be downloaded onto a mobile phone or tablet computer as a mobile application. The term “instructions” as used with respect to this invention generally indicates a set of operations to be performed on a computer, and may represent pieces of a whole program or individual, separable, software modules. Non-limiting examples of“instruction” include computer program code (source or object code) and “hard-coded” electronics (i.e. computer operations coded into a computer chip). The “instruction” is stored on any non-transitory computer-readable medium, such as in the memory of a computer or on a floppy disk, a CD-ROM, and a flash drive. In either event, the instructions are encoded on a non-transitory computer-readable medium.

(4) Community

The invention also includes communities, both virtual and real, that connect the platform, users, child development and play experts, and others around the world together to share their experiences and ideas, resources and fun with the play and learning platform. As a non-limiting example and as coordinated with the prince and princess example above, the mobile application allows users to upload images of their assembled castle and various modifications to it and/or comments about their experience in assembling and playing with the castle. The community will also be an important venue for parents, children, teachers and others to share their love and joy for the platform while encouraging others to purchase the invention. Further, the company will use the community to constantly gather user feedback and ideas that will be used to design future structures, characters, accessories, content and other differentiated features.

In another aspect, the play and learning platform will also offer an expansive range of “outside the box” cardboard centric play and learning solutions that shares all the features of the “in the box” ecosystem. For example, using materials such as sheets and other boxes from around the house, children will be able to significantly enhance the design and functionality of their cardboard box system. For example, children can easily use the hole-punch tool as referenced above to form holes in sheets or boxes around their house and add to the resulting play box structure.

In another aspect, the product line will offer a continuum of all platform components that are developmentally appropriate for children aged two to ten (or any other suitable age). Users may opt into the product line at any age but can also use the personalized platform as a continuous learning and play solution for children as they grow through adolescence.

The invention can include a wide ranging curriculum of personalized play and learning solutions ranging from free play to guided play designed to encourage targeted skill development in children aged two to ten. Research and design-based play and learning models can be developed for multiple approaches to play including free play, problem-based learning, inquiry-based learning, role play, games, designing and building items and structures.

Another non-limiting example of such a learning model that can be incorporated into the present invention is as follows:

• • a. Children and parents can visit a company website to select the size and shapes of the boxes they want for themselves. They can also select the themes, characters and features that suit them best.
  • b. Children and parents will be able to view examples posted by others in the company or product community to spark their own imagination.
  • c. In addition to choosing characters and features from the company online catalogue, children may choose to draw their own custom characters that could be provided as part of their solution.
  • d. Children also will be able to choose “write your own story” options that will be supported with characters and features either from the company catalogue or created as custom hard copy and/or digital versions. In this aspect, the children can simply type their story into the system or select from a variety of options as the story progresses, similar to a Choose Your Own Adventure book.
  • e. Children and parents will be able to choose the degree of mobile and other technology they want to access ranging from non-digital to highly digitally involved.

The play and learning platform can be implemented to allow for updating content, applications and physical components as additional options (via either the website, appstore, software application, storefront, etc.). For example, new chapters in stories, games or problem solving tasks can be updated, sold, and/or downloaded that builds on earlier experiences. Additional updatable features include seasonal solutions or topical items in the news, or new animals to learn about in a museum series. For example, an updatable mobile application is included that provides a subscription service with relevant updates. Other features include rewards (e.g., points that can be used for purchase of additional items) for completion of earlier tasks or activities the children strive for and earn. Thus, in some aspects, the play and learning platform is far more than a single purchase, it is an ever evolving play and learning ecosystem. It should also be understood that all of these features can be provided as physical items or online via the software application or website.

Claims

1. A personalized play and learning platform, comprising: one or more box structure components, the box structure components formed to be connected with one another to form a personalized play box structure.

2. The personalized play and learning platform as set forth in claim 1, further comprising a plurality of grommets.

3. The personalized play and learning platform as set forth in claim 2, wherein the plurality of grommets are connected with the box structure components.

4. The personalized play and learning platform as set forth in claim 3, further comprising a plurality of connectors, the connectors being formed to engage with and connect a plurality of grommets with one another to connect two or more box structure components with one another and form a play box structure.

5. The personalized play and learning platform as set forth in claim 4, wherein the connectors include a retaining handle having a threaded portion extending therefrom.

6. The personalized play and learning platform as set forth in claim 5, wherein the connectors include a threadless portion, such that the threadless portion resides between the retaining handle and the threaded portion.

7. The personalized play and learning platform as set forth in claim 6, wherein the box structure components are formed of folding planar materials that can be folded into a substantially flat form.

8. The personalized play and learning platform as set forth in claim 7, wherein the box structure components include one or more of a satellite base, a tunnel, or a lid.

9. The personalized play and learning platform as set forth in claim 8, wherein the satellite base includes a floor surrounded by four walls, with at least one of the walls having a doorway cut therethough.

10. The personalized play and learning platform as set forth in claim 9, wherein a plurality of holes or grommets are positioned through the planar material forming the satellite base such that they surround the doorway.

11. The personalized play and learning platform as set forth in claim 10, wherein the tunnel includes a passageway straddled by two openings, wherein the openings include one or more tabs that protrude away from the tunnel, the tabs having a plurality of holes or grommets, such that the plurality of holes or grommets on the tabs are positioned to align with the plurality of holes or grommets that surround the doorway.

12. The personalized play and learning platform as set forth in claim 11, further comprising a set of decorative panels, the decorative panels having decorative elements such that the set of decorative panels collectively forms a theme.

13. The personalized play and learning platform as set forth in claim 12, wherein each of the decorative panels is formed to have a plurality of holes or grommets that are positioned to align with the plurality of holes or grommets that surround the doorway.

14. The personalized play and learning platform as set forth in claim 13, further comprising a software application, the software application having executable instructions encoded on a non-transitory computer readable medium, such that upon execution of the instructions, one or more processors performs operations of: providing one or more stories as related to a particular theme and box structure configuration; andproviding instructions on how to connect a plurality of box structure components to form a personalized play box structure that is coordinated with the theme and the box structure configuration.

15. The personalized play and learning platform as set forth in claim 14, further comprising printed material, the printed material comprising: one or more stories as related to a particular theme and box structure configuration; andinstructions on how to connect a plurality of box structure components to form a personalized play box structure that is coordinated with the theme and the box structure configuration.

16. The personalized play and learning platform as set forth in claim 1, further comprising a plurality of connectors, the connectors being formed to engage with and connect two or more box structure components with one another and form a play box structure.

17. The personalized play and learning platform as set forth in claim 15, wherein the connectors include a retaining handle having a threaded portion extending therefrom.

18. The personalized play and learning platform as set forth in claim 16, wherein the connectors include a threadless portion, such that the threadless portion resides between the retaining handle and the threaded portion.

19. The personalized play and learning platform as set forth in claim 1, wherein the box structure components are formed of folding planar materials that can be folded into a substantially flat form.

20. The personalized play and learning platform as set forth in claim 1, wherein the box structure components include one or more of a satellite base, a tunnel, or a lid.

21. The personalized play and learning platform as set forth in claim 19, wherein the satellite base includes a floor surrounded by four walls, with at least one of the walls having a doorway cut therethrough.

22. The personalized play and learning platform as set forth in claim 20, wherein a plurality of holes or grommets are positioned through the planar material forming the satellite base such that they surround the doorway.

23. The personalized play and learning platform as set forth in claim 19, wherein the tunnel includes a passageway straddled by two openings, wherein the openings include one or more tabs that protrude away from the tunnel, the tabs having a plurality of holes or grommets, such that the plurality of holes or grommets on the tabs are positioned to align with the plurality of holes or grommets on other box structure components.

24. The personalized play and learning platform as set forth in claim 1, further comprising a set of decorative panels, the decorative panels having decorative elements such that the set of decorative panels collectively forms a theme.

25. The personalized play and learning platform as set forth in claim 23, wherein each of the decorative panels is formed to have a plurality of holes or grommets that are positioned to align with the plurality of holes on other box structure components.

26. The personalized play and learning platform as set forth in claim 1, further comprising a software application, the software application having executable instructions encoded on a non-transitory computer readable medium, such that upon execution of the instructions, one or more processors performs operations of: providing one or more stories as related to a particular theme and box structure configuration; andproviding instructions on how to connect a plurality of box structure components to form a personalized play box structure that is coordinated with the theme and the box structure configuration.

27. he personalized play and learning platform as set forth in claim 1, further comprising printed material, the printed material comprising: one or more stories as related to a particular theme and box structure configuration; andinstructions on how to connect a plurality of box structure components to form a personalized play box structure that is coordinated with the theme and the box structure configuration.

28. A connector system for connecting a plurality of play structures with one another, comprising: a grommet, the grommet being formed to reside within a pre-punched hole formed in sheet of material and sandwich the sheet of material within the grommet; anda connector for passing through the grommet and connecting a plurality of grommets with one another, thereby connecting a plurality of sheets of material with one another.

29. A personalized play and learning platform, comprising: one or more processors and a software application, the software application having executable instructions encoded on a non-transitory computer readable medium, such that upon execution of the instructions, the one or more processors performs operations of: providing one or more stories as related to a particular theme and box structure configuration; andproviding instructions on how to connect a plurality of box structure components to form a personalized play box structure that is coordinated with the theme and the box structure configuration.