WO2006112636A1

WO2006112636A1 - Instrument of education for children which can be used as architectural space game and system furniture

Info

Publication number: WO2006112636A1
Application number: PCT/KR2006/001399
Authority: WO
Inventors: Jin Wook Sung
Original assignee: Individual
Current assignee: Individual
Priority date: 2005-04-16
Filing date: 2006-04-17
Publication date: 2006-10-26
Anticipated expiration: 2007-10-16
Also published as: KR100864936B1; KR20070121493A; KR20080038244A

Abstract

An education instrument includes a combination of a first rectangular parallelepi ped, a plurality of second rectangular parallelepipeds having identical or different shapes , ..., and a plurality of N- 1th rectangular parallelepipeds having identical or different sha pes, which have a rectangular inner space; and a plurality of Nth rectangular parallelepip eds having identical or different shapes. The plurality of Nth rectangular parallelepiped s respectively have sizes corresponding to individual spaces divided from an inner space of one of a plurality of N-lth rectangular parallelepipeds. At least one side of at least one of the first rectangular parallelepiped, the plurality of second rectangular parallelepi peds, ..., and the plurality of Nth rectangular parallelepipeds is partially or entirely opene d. N is an integer not less than 2.

Description

RECORD COPY

INSTRUMENT OF EDUCATION FOR CHILDREN WHICH CAN BE USED AS ARCHITECTURAL SPACE GAME AND SYSTEM FURNITURE

[Technical Field]

The present invention relates to an education instrument (e.g., Gabe) for children

, which having an architectural space game function and a system furniture function. Th

e present invention relates more particularly to an invention of a multi-purpose furniture

-type space structure having functions of a freely assembled and dissembled system furn

iture and an architectural play instrument freely fabricated so that users may play therein , which may be used as a 3-dimensional space education instrument for synthetic intellig

ence development of infants or children.

[Background Art]

Generally, Gabe, one of education instruments used for development of sense, in

telligence and sensibility of infants or children, is created at the instance of Froebel, a G erman scholar. Gabe is utilized all over the world for synthetic intelligence developme

nt of infants or children in a way of recognizing and architecturally piling up small woo

d pieces.

However, 2^nd to 6^th Gabes of Froebel, which are wood piling-up instruments, are

utilized only by infants due to their simplicity, not by children. In addition, they has a 1 imit in developing space perception ability since they have no extensity. Thus, they ca nnot meet demands of a child who likes his/her own small space, namely likes limiting a

physical space. In addition, there is also system furniture for children, but it has no infinite scala bility obtained by repetition, and it does not give various combinations according to an i

ntension of the user. Accordingly, the system furniture is just used as a drawer, a book

stand or a desk, and it is not used for multi purposes.

In addition, existing playing instruments generally includes a slide or a small hou

se, which are made of plastic or the like unfamiliar to the nature, but their uses are alrea

dy determined. Thus, such playing instruments have no multi purposes or scalability u

sing free combinations for development of creativity or artistry of children.

As a result, because various kinds of conventional Gabes have less extensity and the existing system furniture or playing instruments do not have scalability using various

combinations, they are not suitable as an instrument for developing creativity of childre

n, which allows the children to arrange matters and spaces using voluntary and free idea

s of the children on the basis of the principle of disassembly and assembly where geome

try is immanent.

[Disclosure of Invention]

The present invention is designed to solve the limits and problems of the prior ar

t, and therefore it is an object of the invention to provide a space education instrument c

omposed of hexahedrons with various sizes, which may be geometrically assembled and

dissembled.

In more detail, an object of the present invention is to provide a space education

instrument composed of various kinds of hexahedrons with various sizes, which include s a basic hexahedron having a hollow therein and a plurality of hexahedrons divisionally filling the hollow of the basic hexahedron so that such divisional relation may be succe ssively applied.

This space education instrument may be freely assembled and dissembled, and s

uch assembling and dissembling may geometrically have a countless number of cases, s

o it is intended to enable development of various education methods using the above ins trument. When various education methods using the space education instrument of the

present invention are utilized, it would be possible to improve space perception ability and develop intelligence and sense. In addition, by using the nature of children preferri

ng a physical limit, it is also intended to develop sensitivity and creativity of children. In addition, the present invention may give infinite scalability using repetition by

overcoming drawbacks of the conventional system furniture, and also give the variabili

ty and multi purpose allowing children to assemble and dissemble freely and variously a

nd to utilize the instrument as a bookstand, a chair, a desk, a bed or a small space. In p articular, the present invention is intended to give a space, which may endow developme nt of sense, emotional stability and space perception ability of children beyond a functio

n of a drawer, a desk or a chair.

Moreover, the present invention is intended to give functions of creativity, artistr

y and amusement by utilizing multi purpose, alterability and module-based scalability as

a space education instrument. Thus, an object of the present invention is to provide an education instrument, w

hich may be utilized for greatly developing intelligence and emotion of children by deve

loping creativity and aesthetic feeling used for arranging matters and spaces using volun tary and free ideas based on the principle of disassembly and assembly where geometry i s immanent.

In order to accomplish the above object, an education instrument of the present i

nvention has the following structural features.

The education instrument of the present invention includes a combination of: a fi rst rectangular parallelepiped, a plurality of second rectangular parallelepipeds having id entical or different shapes, ..., and a plurality of N-l^th rectangular parallelepipeds having

identical or different shapes, which have a rectangular inner space; and a plurality of N¹

^h rectangular parallelepipeds having identical or different shapes, wherein the plurality o

f N^th rectangular parallelepipeds respectively have sizes corresponding to individual spa ces divided from an inner space of one of a plurality of N-l^th rectangular parallelepipeds

, wherein at least one side of at least one of the first rectangular parallelepiped, the plura

lity of second rectangular parallelepipeds, ..., and the plurality of N^th rectangular paralle

lepipeds is partially or entirely opened, and wherein N is an integer not less than 2.

In addition, the education instrument may include a combination of: a first cube, ..., and a plurality of N-l^th cubes, which have a cubic inner space; and a plurality of N^th

rectangular parallelepipeds having at least two kinds of different shapes.

In addition, the education instrument may include a first cube having a cubic inn

er space; 8 second cubes having sizes corresponding to individual inner spaces obtained

by dividing the inner space of the first cube into eight parts and also having cubic inner s

paces; and 8 third rectangular parallelepipeds comprising 2 rectangular parallelepipeds h

aving a length corresponding to 1/2 of a length of the inner space of the second cube, a width corresponding to 1/2 of a width of the inner space of the second cube, and a heigh

t corresponding to 1/3 of a height of the inner space of the second cube; 4 cubes having a length corresponding to 1/2 of a length of the inner space of the second cube, a width c orresponding to 1/2 of a width of the inner space of the second cube, and a height corres ponding to 1/2 of a height of the inner space of the second cube; and 2 rectangular parall

elepipeds having a length corresponding to 1/2 of the length of the inner space of the sec

ond cube, a width corresponding to 1/2 of the width of the inner space of the second cub e, and a height corresponding to 2/3 of the height of the inner space of the second cube.

As described above, the education instrument of the present invention provides v

arious kinds of rectangular parallelepipeds that may be geometrically assembled in vario

us ways, by means of configuring small rectangular parallelepipeds having sizes obtaine d by dividing an inner space of a big rectangular parallelepiped at various proportions, h

ereby capable of developing various education methods.

In addition, in case sides of the rectangular parallelepipeds are partially opened i

n the above education instrument, the opened portions preferably have various geometri

c shapes. Since the sides of the rectangular parallelepipeds are opened in various geom

etric shapes, hexahedrons may be combined in more various shapes with connecting thei

r inside and outside, thereby allowing assembly of an architectural space game unit or sy

stem furniture.

In addition, at least one side of at least one of the first rectangular parallelepiped, the plurality of second rectangular parallelepipeds, ..., and the plurality of N^th rectangu lar parallelepipeds preferably has a plurality of holes formed therein, and the plurality of

holes formed in the side of the rectangular parallelepiped are preferably arranged in a p

lurality of rows and columns at regular intervals.

In addition, the education instrument may further include a plurality of square pi ece plates having protrusions capable of being inserted into the plurality of holes. Pref erably, various colors and images are painted on the plurality of piece plates so that a pr

edetermined shape is formed when the piece plates are combined and then inserted into t

he plurality of holes.

By utilizing the plurality of holes formed in a side of the rectangular parallelepip

ed and the piece plates inserted therein, it is possible to give various playing educations

such as a puzzle game, a mathematic game or a board game.

In addition, the education instrument of the present invention is characterized in that at least one side of at least one of the first rectangular parallelepiped, the plurality of

second rectangular parallelepipeds, ..., and the plurality of N^th rectangular parallelepip

eds is formed to be partially or entirely opened and shut. Since the side of the rectangu lar parallelepiped may be opened or closed like a door, the rectangular parallelepiped ma

y receive other smaller rectangular parallelepipeds, and children may directly enter the r

ectangular parallelepiped and play therein. In addition, the education instrument of the present invention is characterized in that the sides of the rectangular parallelepipeds of the education instrument are capable of being assembled or dissembled to/from each other. Accordingly, the education instr

ument of the present invention may give an education effect using assembling or dissem

bling, and it may also be stored in a small receiving area. According to the present invention, it is possible to provide a multi-functional ed

ucation instrument, which firstly may help intelligence development and emotional stabi

lity by developing aesthetic sense, space perception ability, creativity and recognizing ab

ility of children, and secondarily overcome spatial limitation and cost problem since it m ay be used as a space Gabe, a system furniture and an architectural playing house togeth er.

[Description of Drawings]

FIG. 1 shows a combination of a first cube, a second cube and a third rectangular

parallelepiped according to one embodiment of the present invention;

FIGs. 2a and 2b show proportion ratios between the first cube and the second cu be and between the second cube and the third rectangular parallelepiped according to on

e embodiment of the present invention;

FIG. 3 shows a structure of a cube in which a plurality of holes is formed in at Ie

ast one side according to one embodiment of the present invention;

FIG. 4 shows a piece plate according to one embodiment of the present invention

FIGs. 5 a and 5b show an example of utilizing the piece plate according to one e

mbodiment of the present invention;

FIGs. 6a and 6b show structures of the first cube and the second cube having diff

erent shapes according to one embodiment of the present invention;

FIGs. 7a and 7b shows an example of utilizing an education instrument accordin

g to one embodiment of the present invention.

[Best Mode]

Hereinafter, preferred embodiments of the present invention will be described in

detail with reference to the accompanying drawings. In the drawings, the same referen ce numeral indicates the same component having the same function.

The following embodiments are just optimal examples of the present invention, and various modifications implementing the spirit of the present invention may be realiz ed, which are all included in the scope of the present invention. An education instrument of the present invention preferably has a combination o

f rectangular parallelepipeds configured as below.

The education instrument of the present invention is comprised of a combination of a first rectangular parallelepiped, a plurality of second rectangular parallelepipeds ha

ving identical or different shapes, ..., and a plurality of N-l^th rectangular parallelepipeds

having identical or different shapes, which have a rectangular inner space; and a plurali

ty of N^th rectangular parallelepipeds having identical or different shapes.

In addition, the plurality of N^th rectangular parallelepipeds respectively have size

s corresponding to individual spaces divided from an inner space of one of a plurality of N-l^th rectangular parallelepipeds. N is an integer not less than 2. That is to say, the e

ducation instrument of the present invention may have at least one successive relation in

which an inner space of a big rectangular parallelepiped is divided to form small rectan

gular parallelepipeds. In other words, rectangular parallelepipeds formed by dividing a

n inner space of a big rectangular parallelepiped may be infinitely formed in theory.

The rectangular parallelepiped preferably has a rectangular inner space. In this

case, small rectangular parallelepipeds formed by dividing an inner space of a big rectan gular parallelepiped may preferably fill the inner space of the big rectangular parallelepi

ped compactly.

The plurality of second rectangular parallelepipeds, ..., and N^th rectangular parall elepipeds may have identical or different shapes. That is to say, as explained later, if a big rectangular parallelepiped is divided at the same proportion, small rectangular parall elepipeds (or, cubes) having the same shape may be formed, while, if divided at differen

t proportions, small rectangular parallelepipeds (or, cubes) having different shapes may be formed.

Small rectangular parallelepipeds are formed by dividing length, width and heigh

ts of an inner space of a big rectangular parallelepiped at predetermined proportions. T hat is to say, length, width and height of the N^th rectangular parallelepiped becomes 1/L_N

of a length of an inner space of the N-l^th rectangular parallelepiped, 1/L'_N of a width of

the inner space of the N-l^th rectangular parallelepiped, and 1/L"_N of a height of the inn er space of the N-l^th rectangular parallelepiped. L_N, L'_N and L"_N may be numbers not 1

ess than 1, and they may not be integers. That is to say, L_N, L'_N and L"_N may be variou

s proportions such as 2/3, 3/4 and 2/5 as well as 1/2, 1/3 and 1/4. In case L_N, L'N and L

"_N are all the same, a cube is formed, while, in case at least one of L_N, L'_N and L"N is dif

ferent, a rectangular parallelepiped is formed.

In addition, division proportions 1/L_N, 1/L'_N and 1/L"_N may be different at each dividing stage. That is to say, L₁, L' i and L"i may be respectively different from L₂, L' ₂ and L"₂. For example, the second rectangular parallelepiped may be a cube formed b y dividing length, width and height of the first cube in 1/2 respectively, and the third rect

angular parallelepiped may be a rectangular parallelepiped formed by dividing length, w

idth and height of the second rectangular parallelepiped in 1/2, 1/2 and 1/3 respectively. Though small rectangular parallelepipeds formed by dividing a big rectangular p

arallelepiped are cubes having the same size or rectangular parallelepipeds having differ ent shapes, in case small rectangular parallelepipeds are combined to fill an inner space

of the bag rectangular parallelepiped, the education instrument of the present invention preferably satisfy the relation of filling the inner space compactly. It is because the sm

all rectangular parallelepipeds have sizes corresponding to individual spaces formed by

dividing the inner space of the big rectangular parallelepiped.

Hereinafter, an education instrument produced based on the above structural feat

ures according to one embodiment of the present invention will be described.

FIG. 1 shows a combination of a first cube IA, second cubes 2 A and third rectan gular parallelepipeds 3 A according to one embodiment of the present invention. FIGs.

2a and 2b show proportion ratios between the first cube IA and the second cube 2A and

between the second cube 2A and the third rectangular parallelepiped 3A according to on e embodiment of the present invention.

As shown in FIG. 1, the education instrument according to this embodiment is c

omposed of a combination of a first cube IA having a biggest size, 8 second cubes 2A h aving sizes corresponding to individual inner spaces obtained by dividing the inner spac e of the first cube into eight parts at the same proportion, and 8 third rectangular parallel

epipeds 3A having three kinds of shapes obtained by dividing an inner space of the seco nd cube at different proportions. The first cube IA and the second cube 2 A have a cub

ic inner space.

The biggest first cube IA preferably has a size which infants or children may ent er in the inner space, and the first cube IA is preferably prepared so that its one side has

a length of 140 cm to 240 cm.

As shown in FIG. 1, one side of the first cube IA is divided into two parts so tha t it may be opened or closed like a door. Thus, other rectangular parallelepipeds may b

e easily put into the first cube, and infants and children may enter and play therein.

Such an opening structure mentioned above may be applied to other rectangular parallelepipeds, and it may apply to at least two sides of one rectangular parallelepiped.

As shown in FIG. 2a, the second cube 2A has length, width and height obtained by dividing length, width and height of the inner space of the first cube in 1/2. The sec ond cube 2A preferably has a length of about 70 cm to 120 cm in its one side.

In addition, as shown in FIG. 2b, the third rectangular parallelepipeds 3Aa, 3Ab,

3Ac have length and width obtained by dividing length and width of the inner space of t

he second cube 2A in 1/2, and their heights are obtained by dividing height of the inner

space of the second cube in 1/3, 1/2, 2/3 respectively.

When the third rectangular parallelepipeds 3Aa, 3Ab, 3Ac are put into the secon d cube 2A, they may fill the inner space of the second cube compactly, and also the seco nd cubes 2A may fill the inner space of the first cube compactly. Thus, one set of com

ponents may be all combined in one first cube, so they may be conveniently stored. Th

e third rectangular parallelepipeds (or, the N^th rectangular parallelepipeds) may be cubes with the same size, or rectangular parallelepipeds having more than three kinds of shap

es, differently from this embodiment.

As shown in FIG. 1, at least one side of the first cube IA, the second cubes 2A a

nd the third rectangular parallelepipeds 3A may be open in a shape of circle, semicircle

or quarter-circle. Like the second rectangular parallelepiped 2A shown in FIG. 1, an o pen side may be more than one. In the rectangular parallelepipeds having the same sha

pe, it is preferred that the number and shapes of open sides are set variously. In additio n, one side may be entirely or partially opened, and the opened shape may be variously f

ormed. In particular, the opened shape preferably has various geometric patterns.

As described above, the education instrument of the present invention forms ope ned sides in various shapes and configurations, thereby allowing each rectangular parall elepiped to be combined in more various structures and shapes.

The small rectangular parallelepipeds 2A, 3A may be inserted and assembled in t

he big rectangular parallelepiped IA with exchanging their positions up and down, or di

ssembled and taken out there from, and substantially countless kinds of inner spaces ma

y be made. In addition, children may create a new space when being tired of an existin g one. In addition, when the rectangular parallelepiped is dissembled, a user may show

the interior of the subject so as to draw an attention for the components of the present i

nvention.

FIG. 3 shows cubes having a plurality of holes formed in at least one side accord

ing to one embodiment of the present invention. As shown in FIG. 3, a plurality of holes h are formed in at least one side of the se

cond cubes 2A-1, 2A-2, 2A-3, 2A-4 of this embodiment. The plurality of holes h form

ed in the side are arranged in a plurality of rows and columns at regular intervals. As s

hown in FIG. 3, the holes may be arranged in 10 rows and 10 columns, in 10 rows and 5

columns, or in 5 rows and 5 columns. In this embodiment, it is shown that the plurality of holes is formed in the secon

d cube, but such a plurality of holes may also be formed in other rectangular parallelepip

eds. A piece plate described later may be inserted into the plurality of holes formed in the side of the second cube so that the education instrument of the present invention ma y be utilized for puzzle game, mathematic game or board game.

FIG. 4 shows piece plates according to one embodiment of the present invention, and FIGs. 5a and 5b show examples utilizing the piece plates. As shown in FIG. 4, th

e piece plates Ti to T₅ have a square shape, and they have protrusions that may be insert

ed into the holes formed in the side of the rectangular parallelepipeds. Various colors a

nd shapes are printed on the piece plates Ti to T₅.

As shown in FIG. 5a, the piece plates Ti to T₅ are inserted into the plurality of ho

les h formed in a side of the second cube 2A of this embodiment, and may be used for v

arious educations or plays. If the piece plates having various colors and shapes printed thereon are inserted into the plurality of holes in a suitable combination as shown in (a),

(b) and (c) of FIG. 5b, various patterns may be formed, (a) and (b) of FIG. 5b show ex

amples that a heart shape and a fish shape are formed, and (c) of FIG. 5b shows an exam

pie that a maze is formed. In addition, the piece plates and the rectangular parallelepip ed having holes may also be utilized for various educations and plays such as puzzle ga

me, abacus game or mathematic game etc..

FIG. 6a shows a first cube IB having a different shape according to one embodi ment of the present invention, and FIG. 6b shows four second cubes 2B (or, four N_th cub es) having sizes obtained by dividing an inner space of the first cube IB into four parts.

As shown in FIGs. 6a and 6b, the rectangular parallelepipeds composing the edu

cation instrument of the present invention may be produced in various shapes. In addit ion, the education instrument of the present invention is preferably configured so that si

des of the rectangular parallelepipeds may be assembled or dissembled. Accordingly, a n education effect may be provided using assembling or dissembling, and the education instrument of the present invention may be stored in a small receiving area. In addition

, the education instrument of the present invention is preferably made of natural material such as wood not harmful to human body.

FIGs. 7a and 7b show a utilizing example of the education instrument according to one embodiment of the present invention. The education instrument of the present i

nvention may not only give a basic intelligence development education such as compreh ension of various shapes or spatial structures and numerical concepts using a plurality of

parts, but also allow to configure substantially countless kinds of structures or gives a f

unction of system furniture by assembling or dissembling components of the education i nstrument according to the present invention. In addition, the education instrument of t

he present invention may be utilized in various ways such as a bookcase, a desk, a box-t

ype chair and a stairway.

FIG. 7a shows an example that the education instrument of the present invention is made into a studying room. As shown in FIG. 7a, various living structures may be made using the education instrument of the present invention. In addition, infants and

children may make various behaviors in the structure like sitting down or standing up. Thus, an infant or child may experience a spatial structure made by him/her and also mo

ve in the space, thereby facilitating physical development in addition to creativity develo

pment. In addition, the education instrument of the present invention may give a habit

of arrangement together with comprehensive and creative ability by allowing infants or

children to make various structures or beautiful shapes.

FIG. 7b shows an example of a structure configured by using several sets of the e ducation instrument of the present invention having various shapes. In FIG. 7b, severa 1 sets of the education instruments of the present invention are used to connect inside an

d outside of big cubes in various ways so that various horizontal and vertical passages ar e formed therein. Several rooms are configured in one or two stories so that a small cit

y is made. If several sets of the education instrument of the present invention are used as mentioned above, they may be interestingly used in an infant or child playroom havin g any size.

As described above, if the education instrument of the present invention is used,

it is possible that infants experience objects by playing, desires of infants to know inside

of an object or destroy and rebuild a structure are satisfied, and intelligence, creativity

and aesthetic feeling may be developed by means of comprehension of design and assem bly.

The optimal embodiments of the present invention have been described in detail.

Though specific terms are used herein, they are just for illustrating the present inventio n, not for specially limiting the meaning or scope of the present invention defined in the

appended claims. Thus, it should be understood that various changes and modification s can be made within the spirit and scope of the invention. The sincere technical scope of the present invention to be protected should be defined by the appended claims.

[INDUSTRIAL APPLICABILITY]

As described above, the education instrument of the present invention may give f unctions of space Gabe, system furniture and architectural playing house for infants and

children by using only one space structure.

Claims

[CLAIMS]

[Claim 1]

An education instrument, comprising a combination of:

a first rectangular parallelepiped, a plurality of second rectangular parallelepiped

s having identical or different shapes, ..., and a plurality of N-l^th rectangular parallelepi

peds having identical or different shapes, which have a rectangular inner space; and

a plurality of N^th rectangular parallelepipeds having identical or different shapes,

wherein the plurality of N^th rectangular parallelepipeds respectively have sizes co rresponding to individual spaces divided from an inner space of one of a plurality of N-I

' rectangular parallelepipeds, wherein at least one side of at least one of the first rectangular parallelepiped, the

plurality of second rectangular parallelepipeds, ..., and the plurality of N^th rectangular

parallelepipeds is partially or entirely opened, and

wherein N is an integer not less than 2.

[Claim 2]

The education instrument according to claim 1, wherein the education instrumen

t includes a combination of: a first cube, ..., and a plurality of N-l^th cubes, which have a cubic inner space; a nd a plurality of N^th rectangular parallelepipeds having at least two kinds of differen

t shapes.

[Claim 3]

The education instrument according to claim 2, wherein the education instrumen t includes combination of: a first cube having a cubic inner space;

8 second cubes having sizes corresponding to individual inner spaces obtained b

y dividing the inner space of the first cube into eight parts and also having cubic inner sp aces; and

8 third rectangular parallelepipeds comprising 2 rectangular parallelepipeds havi ng a length corresponding to 1/2 of a length of the inner space of the second cube, a widt h corresponding to 1/2 of a width of the inner space of the second cube, and a height cor

responding to 1/3 of a height of the inner space of the second cube; 4 cubes having a len gth corresponding to 1/2 of a length of the inner space of the second cube, a width corre

sponding to 1/2 of a width of the inner space of the second cube, and a height correspon

ding to 1/2 of a height of the inner space of the second cube; and 2 rectangular parallele

pipeds having a length corresponding to 1/2 of the length of the inner space of the secon

d cube, a width corresponding to 1/2 of the width of the inner space of the cube, and a h

eight corresponding to 2/3 of the height of the inner space of the second cube.

[Claim 4]

The education instrument according to claim 1, wherein, in case sides of the rectangular parallelepipeds are partially opened, the

opened portions have various geometric shapes.

[Claim 5]

The education instrument according to claim 1, wherein at least one side of at least one of the first rectangular parallelepiped, the

plurality of second rectangular parallelepipeds, ..., and the plurality of N^th rectangular parallelepipeds has a plurality of holes formed therein.

[Claim 6]

The education instrument according to claim 5,

wherein the plurality of holes formed in the side of the rectangular parallelepiped

are arranged in a plurality of rows and columns at regular intervals.

[Claim 7]

The education instrument according to claim 5, wherein the education instrument further includes a plurality of square piece plat

es having protrusions capable of being inserted into the plurality of holes.

[Claim 8]

The education instrument according to claim 7, wherein various colors and images are painted on the plurality of piece plates so

that a predetermined shape is formed when the piece plates are combined and then insert

ed into the plurality of holes.

[Claim 9]

parallelepipeds is formed to be entirely or partially opened and shut.

[Claim 10]

The education instrument according to claim 1, wherein the sides of the rectangular parallelepipeds of the education instrument a

re capable of being assembled or dissembled to/from each other.