FIELD OF THE INVENTION

The present invention relates to eating utensils, including spoons, for young children. They have been developed primarily to assist children during transition to solid foods, and will be described with reference to this application.

BACKGROUND OF THE INVENTION

Children moving from liquid nourishment, such as breast-milk and infant formula, must learn to use eating utensils, and must become accustomed to foods having different textures and tastes. Utensils for younger children are smaller than adult utensils and are usually made from softer materials that allow younger children to safely become accustomed to feeding themselves.

SUMMARY OF THE INVENTION

In accordance with a first aspect, there is provided an infant weaning, feeding or training utensil comprising: a spoon portion having a bowl-shaped recess; first and second parallel handle portions extending away from the spoon portion, the handle portions being spaced apart in a direction parallel to a width of the spoon portion.

The provision of parallel handle portions may allow an adult to help assist in orientation of the utensil, thereby helping the infant to learn how to use an eating utensil. The parallel handle portions may also allow an infant to comfortably use two hands, one on each handle, to operate the utensil. Preferably, the handle portions are separated by a gap of 20 to 35 mm, preferably at least 25 mm, more preferably up to 32 mm, still more preferably from 27.5 to 30 mm. By having the handle portions parallel and preferably essentially parallel with an axis of symmetry of the spoon portion, an infant can direct the spoon to its mouth without the need for wrist control. Preferably the handle portions have a maximum width, preferably a diameter, of from 7.5 mm to 12.5 mm, more preferably 9 mm to 11 mm

The utensil may comprise a linking portion extending laterally between ends of the first and second handle portions proximal to the spoon portion. The spoon portion may extend from the linking portion on an opposite side of the linking portion from the handle portions. The handle portions, being those portions that an infant can grip, flexing its fingers around, are thereby separated from the spoon portion by the linking portion, which is preferably about 0.5 to 1.5 cm from a narrowest point of a neck adjacent the spoon portion, preferably 0.75 to 1.25 cm and more preferably from 1 to 1.2 cm. This has the benefit that on gripping the handles the infant’s grip on the utensil is the correct distance from the spoon portion - the infant is essentially prevented from holding the utensil right at the neck of the utensil bordering the spoon portion. Thereby improved control can be achieved.

The handle portions may curve in parallel along their lengths in side profile. For example, the curve may comprise an upward hump, relative to the utensil’s in-use orientation. Preferably, the handle portion is curved such that when the utensil is laid flat on the ground there is a maximum gap beneath the upward hump of 5 to 15 mm, more preferably 7.5 to 12.5 mm and still more preferably from 8 to 10 mm. When viewed side-on the underside of the curved handle effectively defining a horizontal curve, the curve preferably has a mid ordinate of from 3 to 13 mm, more preferably 5 to 10 mm and still more preferably from 6 to 8 mm. This may make it easier for an infant to pick the utensil up off a flat surface, and may also make the utensil easier for a young child still developing wrist control to use.

Distal ends of the first and second parallel handle portions may be joined by a further linking portion.

The first handle portion, the second handle portion, and the further linking portion may define at least a part of a loop. This may offer an infant a range of different grasping options.

The further linking portion also serves to limit the longitudinal extent of the handle portions and in addition prevents the child from holding the handle portions too far away from the spoon portion, thereby improving control and learning. The handle portions, when separated by a linking portion and a further linking portion, preferably have a length of 40 to 75 mm, more preferably 45 to 60 mm, e.g. about 50 mm.

The utensil may comprise a food-engaging portion extending from the further linking portion on an opposite side of the further linking portion from the handle portions. For example, the food-engaging portion may have a different shape to that of the spoon portion. This may offer an infant different options for interacting with food.

Preferably, such a food engaging portion is separated from the handle portions by a similar distance to that of the spoon portion from the handle portions set out above.

The food-engaging portion may be a dipper. The dipper may, for example, comprise one or more circumferential ridges. For example, the dipper may comprise a plurality of circumferential ridges spaced apart along the dipper in a direction generally parallel to axes of the handle portions. The provision of a dipper at an opposite end to the spoon portion may offer an infant different options for interacting with food.

The recess may be sized to hold at least ImL, preferably at least 1.5 mL and optionally at least 2mL, of a fluid such as water while the spoon portion is held level.

In accordance with a second aspect, there is provided an infant weaning, feeding or training utensil comprising: a loop or ring comprising: first and second parallel, spaced-apart handle portions; a first linking portion extending laterally between, and linking, a first pair of adjacent ends of the first and second handle portions; a second linking portion extending laterally between, and linking, a second pair of adjacent ends of the first and second handle portions distal to the first pair; a first food-engaging portion extending from the first linking portion on an opposite side of the first linking portion from the handle portions; and a second food-engaging portion extending from the second linking portion on an opposite side of the second linking portion from the handle portions.

The handle portions are thus separated from each food-engaging portion by a linking portion, which is preferably about 0.5 to 1.5 cm from a junction (e.g. narrowest point) of a food-engaging portion, preferably 0.75 to 1.25 cm and more preferably from 1 to 1.2 cm. This has the benefit that on gripping the handles the infant’s grip on the utensil is the correct distance from the food portion for the purpose of training for use in eating utensils such as cutlery - the infant is essentially prevented from holding the utensil right at the neck of the utensil bordering the food-engaging portion. Thereby improved control can be achieved.

Preferably, the handle portions are separated by a gap of 20 to 35 mm, preferably at least 25 mm, more preferably up to 32 mm, still more preferably from 27.5 to 30 mm. By having the handle portions parallel and preferably essentially parallel with an axis of symmetry of the food-engaging portion(s), an infant can direct the food-engaging portion to its mouth without the need for wrist control.

Preferably the handle portions have a maximum width, preferably a diameter, of from 7.5 mm to 12.5 mm, more preferably 9 mm to 11 mm

At least one of the first food-engaging portion and the second foodengaging portion may be a spoon portion comprising a bowl-shaped recess. The recess may be sized to hold at least ImL, preferably at least 1.5 mL and optionally at least 2mL, of a fluid such as water while the spoon portion is held level.

The or each spoon portion may be orientated such that its lateral width is parallel to a direction of the spacing between the first and second handle portions.

At least one of the first food-engaging portion and/or the second food-engaging portion is not a spoon portion. This may offer an infant different options for interacting with food.

At least one of the first food-engaging portion and the second foodengaging portion may be a dipper. The or each dipper may comprise one or more circumferential ridges. For example, the dipper may comprise a plurality of circumferential ridges spaced apart along the dipper in a direction generally parallel to axes of the handle portions.

The handle portions may curve in parallel along their lengths in side profile. For example, the curve may comprise an upward hump relative to the utensil’s in-use orientation. Preferably, the handle portion is curved such that when the utensil is laid flat on the ground there is a maximum gap beneath the upward hump of 5 to 15 mm, more preferably 7.5 to 12.5 mm and still more preferably from 8 to 10 mm. When viewed side-on the underside of the curved handle effectively defining a horizontal curve, the curve preferably has a mid ordinate of from 3 to 13 mm, more preferably 5 to 10 mm and still more preferably from 6 to 8 mm. This may make it easier for an infant to pick the utensil up off a flat surface.

The loop may comprise a pinched portion in plan view. Such a pinched portion may improve an infant’s handling of the utensil.

The structure of a loop or ring defining spaced-apart handle portions connected to each other and separated from the food-engaging portions by linking portion also serves to limit the longitudinal extent of the handle portions and in addition prevents the child from holding the handle portions too far away from the food-engaging portion, thereby improving control and learning. The handle portions, when separated by linking portions preferably have a length of 40 to 75 mm, more preferably 45 to 60 mm, e.g. about 50 mm.

At least one of the first and second food-engaging portions may be removable from the loop. This may be, for example, to allow for replacement with an identical or different food-engaging portion.

In accordance with a third aspect, there is provided an infant weaning, feeding or training utensil comprising: a handle; a spoon portion disposed at an end of the handle, the spoon portion comprising a bowl-shaped recess; and a dipper disposed at an opposite end of the handle from the spoon portion.

The provision of a spoon portion at one end and a dipper at the opposite end may offer an infant different options for interacting with food. The dipper may comprise one or more circumferential ridges. For example, the dipper may comprise a plurality of circumferential ridges spaced apart along the dipper in a direction generally parallel to the handle.

The handle may curve along its length in side profile. For example, the curve comprises an upward hump relative to the utensil’s in-use orientation. Optionally, the handle portion is curved such that when the utensil is laid flat on the ground there is a maximum gap beneath the upward hump of 5 to 15 mm, more preferably 7.5 to 12.5 mm and still more preferably from 8 to 10 mm. When viewed side-on the underside of the curved handle effectively defining a horizontal curve, the curve preferably has a mid ordinate of from 3 to 13 mm, more preferably 5 to 10 mm and still more preferably from 6 to 8 mm. This may make it easier for an infant to pick the utensil up off a flat surface.

The loop of any aspect may comprise a slightly pinched or waisted portion in plan view. Such a pinched portion may improve an infant’s handling of the utensil.

BRIEF DESCRIPTION OF THE DRAWINGS

Aspects and implementations will now be described, without limitation and by way of example only, with reference to the accompanying drawings, in which:

Figure l is a plan view of a utensil;

Figure 2 is a side view of the utensil of Figure 1;

Figure 3 is a plan view of an alternative utensil;

Figure 4 is a plan view of a further alternative utensil;

Figure 5 is a side view of the utensil of Figure 4;

Figure 6 is a plan view of a further alternative utensil; and Figure 7 is a plan view of a further alternative utensil.

DETAILED DESCRIPTION OF THE INVENTION

Referring to the drawings, and Figures 1 and 2 in particular, there is shown a utensil 100, which can be used by an infant during weaning, for example. The utensil is referred to as a weaning utensil hereinafter. Utensil 100 comprises a spoon portion 102 having a bowl-shaped recess 104.

Utensil 100 comprises a first handle portion 106 and a second handle portion 108, which extend away from spoon portion 102. First handle portion 106 and second handle portion 108 are generally parallel to each other in plan, and are spaced apart 110 in a direction parallel to a width 112 of spoon portion 102.

Utensil 100 comprises a linking portion 114 extending laterally between ends 116 and 118 of respective first and second handle portions 106 and 108 proximal to spoon portion 102. Spoon portion 102 extends from linking portion 114 on an opposite side of linking portion 114 from handle portions 106 and 108.

The provision of parallel handle portions 106 and 108 that are spaced apart in the direction of the spoon portion’s width 112 may allow an adult to help assist in orientation of the utensil, thereby helping the infant to learn how to use an eating utensil. The parallel handle portions may also allow an infant to use two hands, one on each handle, to operate utensil 100, which may help improve stability.

As best seen in Figure 2, first handle portion 106 and second handle portion 108 curve in parallel along their lengths in side profile (in Figure 2, and all other Figures, like features are indicated with the same reference signs). For example, the curve may comprise an upward hump 120 relative to the utensil’s in-use orientation, which may make it easier for an infant to pick the utensil up off a flat surface, as well as providing a wider range of gripping angles for an infant learning to use an eating utensil. As shown in Figure 2, the curve’s convexity may change either side of hump 120, which may make utensil 100 more stable when placed onto a flat surface.

The meaning of the term “spoon portion” is understood by the skilled person. Optionally, “spoon portion” may be defined as having a recess sized to hold at least ImL, and preferably 2mL, of a fluid such as water without spilling, when the spoon portion is held at a suitable angle.

Turning to Figure 3, there is shown a plan view of an alternative utensil 200.

In contrast to utensil 100, with utensil 200 of Figure 3, distal ends 122 and 124 of respective first and second parallel handle portions 106 and 108 are joined by a further linking portion 126. In this way, first handle portion 106, second handle portion 108, linking portion 114 and further linking portion 126 define a loop. The loop may take any suitable form, but in the example of Figure 3, is roughly rectangular with rounded corners. This offers an infant a range of different grasping options to explore while learning to use an eating utensil.

In side view, utensil 200 looks similar to utensil 100 as shown in Figure 2.

Turning to Figure 4, there is shown a utensil 300 that includes a loop comprising first and second parallel, spaced-apart handle portions 106 and 108. Utensil 300 includes a first linking portion 132 extending laterally between, and linking, first pair of adjacent ends 116 and 118 of the first and second handle portions 106 and 108. Utensil 300 also includes a second linking portion 134 extending laterally between, and linking, second pair of adjacent ends 122 and 124 of the first and second handle portions 106 and 108.

A first food-engaging portion in the form of spoon portion 102 extends from first linking portion 132, on an opposite side of first linking portion 132 from first and second handle portions 106 and 108.

A second food-engaging portion in the form of dipper 128 extends from second linking portion 134, on an opposite side of second linking portion 134 from first and second handle portions 106 and 108.

In the illustrated example, dipper 128 comprises a plurality of circumferential ridges 130 spaced apart along dipper 128 in a direction generally parallel to first and second handles 106 and 108. This configuration of dipper 128 with multiple ridges 130 offers a good combination of ease of use and an interesting textural experience for an infant learning to use an eating utensil.

Instead of taking the illustrated form, dipper 128 may take other forms, shapes and configurations. For example, instead of having multiple ridges 130, dipper 128 can have a single helical ridge, or one or more recesses, holes, nubs, or other features or formations, orientated in any suitable direction, and in any suitable combination. Whatever form it takes, the food-engaging portion has a different shape to that of spoon portion 102, which offers an infant different options for interacting with food while learning to use an eating utensil. A dipper, as used herein, preferably is defined as having surface features or formations (such as recesses, holes, ridges or bumps) configured to retain food by merely dipping into food, whether solid or liquid (e.g. viscous liquid), and is typically absent a bowl shaped recess or at least is absent a bowl shaped recess defining a volume of 1 mL or more.

Preferably a dipper as used herein has a length of up to 35 mm, preferably from 15 to 25 mm, e.g. from 28 to 22 mm. The width of the dipper is preferably from 10 to 25 mm, more preferably from 12 to 18 mm.

Figure 4 shows a utensil 300 in which the first food engaging portion is spoon portion 102, and the second food-engaging portion is dipper 128. However, the skilled person will appreciate that either or both of the first and second food-engaging portions may take different forms.

For example, the first and second food-engaging portions may take the form of the same or different dippers. Where the dippers are different, they may have a different form, shape, or configuration, and/or may be of mutually different sizes, which may offer interesting alternative experiences for an infant learning to use an eating utensil. The form of the or each dipper may vary as described earlier.

The first and second food-engaging portions may also take the form of the same or different spoon portions. Again, where the spoon portions are different, they may have a different form, shape, or configuration, and/or may be of mutually different sizes, which may offer interesting alternative experiences for an infant learning to use an eating utensil.

Where one or both of the food-engaging portions takes the form of a spoon portion, either or both of the spoon portions may be orientated such that the or each lateral width 112 is parallel to a direction of the spacing between first and second handle portions 106 and 108.

Optionally, at least one of the first food-engaging portion and/or the second food-engaging portion is not a spoon portion. This may offer an infant different options for interacting with food, as compared with traditional infant utensils. As with utensil 100 and utensil 200, first and second handles 106 and 108 of utensil 300 curve in parallel along their lengths in side profile. For example, Figure 5 shows a side view of utensil 300, showing a similar curved profile for first and second handles 106 and 108 compared with that shown for utensil 100 in Figure 2.

The loop in any aspect may comprise a pinched or waisted portion in plan view, where central regions of first and second handle portions bend slightly towards and then away from each other along their lengths. The skilled person will appreciate that despite this slight pinching or waisting, the handles can still be considered substantially parallel.

Turning to Figure 6, there is shown an infant weaning utensil 400 comprising a handle portion 136. A spoon portion 138 is disposed at an end of handle 136, spoon portion 138 comprising a bowl-shaped recess 140. A dipper 142 is disposed at an opposite end of handle 136 from spoon portion 138.

The provision of a spoon portion at one end of a handle and a dipper at the handle’s opposite end may offer an infant different options for interacting with food while learning to use an eating utensil.

The dipper may comprise one or more circumferential ridges, as described in relation to other utensils above. Similarly, handle 136 may curve along its length in side profile, again as described in relation to other utensils above. Any or all of the alternative types of dippers and spoon portions described above may be used with utensil 400.

Turning to Figure 7, there is shown an alternative utensil 500, with similarities to utensil 300. The major difference between utensil 500 and utensil 300 is that utensil 500 includes an axial central member 144 extending between linking portions 132 and 134. Central member 144 is defined by axial slots 146 formed in utensil 300, and provides additional rigidity along with additional grasping options for an infant learning to use an eating utensil.

In all aspects described herein, at least one of the spoon portion and/or the food-engaging portion may be removable from the loop or handle(s). This may be, for example, to allow for replacement with an identical or different spoon portion or food-engaging portion, which offers further options and choices for engaging an infant with the weaning process. It also may facilitate manufacture of the spoon or food-engaging portion with a different material to the loop or handles. Such removability may be achieved in any suitable manner, such as using bayonet or screw fittings, friction or interference fit, or clips, for example.

The described utensils may be manufactured from any suitable material or combination of materials. For example, the utensils can be manufactured from polymer materials, which are cheap and resilient, and can be soft enough that they will not injure an infant who bites the utensil too hard. For example, the utensile may be used with polypropylene or similar material, optionally with parts or components comprising or overmoulded with a softer, tactile material such as a thermoplastic elastomer or silicone. In some aspects, silicone or another soft food-safe material is overmoulded or co-moulded with a harder polymer or other material to give a suitable combination of resilience and softness. In particular, it is preferred that a dipper and optionally a spoon portion is made or overmoulded with a softer, tactile material such as a thermoplastic elastomer or silicone.

In a preferred embodiment, a utensil having a food-engaging portion (such as a dipper) having a softer, more tactile material (such as a thermoplastic elastomer or silicone), and a handle comprising a more rigid material (such as a polypropylene), is provided with an anchoring arrangement for securing the food-engaging portion to the handle or loop/ring of the utensil. For example, the anchoring arrangmenet may comprises a collar, illustrated in the drawings as 148 between the dipper 130 and linking portion 134, which may comprise a rigid plastic such as polypropylene configured to clip onto the linking portion 134 and to receive a bulbous end (not shown) of a dipper (or other foodengaging portion or a spoon portion), which being of a resiliently compressible material may be forced into the collar during assembly and held rigidly in position against the linking portion when the collar is secured into place thereon.

The described utensils can be moulded, formed by press-moulding, machining, punching, or other subtractive techniques, 3D printed, or formed using any other techniques, or combination of such techniques. Further aspects and/or embodiments of the invention are described in the following clauses:

Clause 1 : An infant weaning or feeding or training utensil comprising: a loop comprising: first and second parallel, spaced-apart handle portions; a first linking portion extending laterally between, and linking, a first pair of adjacent ends of the first and second handle portions; a second linking portion extending laterally between, and linking, a second pair of adjacent ends of the first and second handle portions distal to the first pair; a first food-engaging portion extending from the first linking portion on an opposite side of the first linking portion from the handle portions; and a second food-engaging portion extending from the second linking portion on an opposite side of the second linking portion from the handle portions.

Clause 2: The utensil of clause 1, wherein at least one of the first foodengaging portion and the second food-engaging portion is a spoon portion comprising a bowl-shaped recess.

Clause 3 : The utensil of clause 2, wherein the or each spoon portion is orientated such that its lateral width is parallel to a direction of the spacing between the first and second handle portions.

Clause 4: The utensil of clause 1, wherein at least one of the first foodengaging portion and/or the second food-engaging portion is not a spoon portion.

Clause 5: The utensil of clause 4, wherein at least one of the first foodengaging portion and the second food-engaging portion is a dipper.

Clause 6: The utensil of clause 5, wherein the or each dipper comprises one or more circumferential ridges. Clause 7: The utensil of clause 6, wherein the dipper comprises a plurality of circumferential ridges spaced apart along the dipper in a direction generally parallel to axes of the handle portions.

Clause 8: The utensil of any preceding clause, wherein the handle portions curve in parallel along their lengths in side profile.

Clause 9: The utensil of clause 8, wherein the curve comprises an upward hump relative to the utensil’s in-use orientation.

Clause 10: The utensil of any preceding clause, wherein the loop comprises a pinched portion in plan view.

Clause 11 : The utensil of any preceding clause, wherein at least one of the first and second food-engaging portions is removable from the loop.

Clause 12: An infant weaning or feeding or training utensil comprising: a handle; a spoon portion disposed at an end of the handle, the spoon portion comprising a bowl-shaped recess; and a dipper disposed at an opposite end of the handle from the spoon portion.

Clause 13: The utensil of clause 12, wherein the dipper comprises one or more circumferential ridges.

Clause 14. The utensil of clause 13, wherein the dipper comprises a plurality of circumferential ridges spaced apart along the dipper in a direction generally parallel to an axis of the handle.

Clause 15: The utensil of any of clause 12 to 14, wherein the handle curves along its length in side profile. Clause 16: The utensil of clause 15, wherein the curve comprises an upward hump relative to the utensil’s in-use orientation. Although the invention has been described with reference to a number of different aspects, the skilled person will appreciate that the invention may be embodied in many other forms.