| Claims : 1. A method for stimulating a child, comprising: determining a first development stage (101) of the child; selecting first attachments (100) based on the first development stage (101) of the child; attaching the first attachments (100) to clothing of the child; the child advancing from the first development stage (101) to a second development stage (112); and selecting second attachments (110) based on the second development stage (112), the second attachments (110) being more complicated than the first attachment (100) . 2. The method according to claim 1 wherein the method further comprises the steps of attaching the second attachments (110) to the clothing in a second area (156) of the clothing of the baby. 3. The method according to claim 1 wherein the method further comprises the steps of placing the first attachments (100) in a first place (150) based on motor skills of the child during the first development stage (101) . 4. The method according to claim 1 wherein the method further comprises the steps of determining the child's first development stage (101) includes determining an intellectual ability of the child. 5. The method according to claim 1 wherein the method further comprises the steps of placing the second attachments (110) in the first area (150) and a second area (156) when the baby is in the second development stage (112) . 6. The method according to claim 1 wherein the method further comprises the steps of using third attachments (130) when the baby is in a third development stage (132), the third development stage (132) being more advanced than the second development stage (112) . 7. The method according to claim 6 wherein the method further comprises the steps of placing the third attachments (130) in the third area (162) when the baby is in the third development stage (132) . 8. The method according to claim 1 wherein the method further comprises the steps of placing the third attachments (130) in the second area (156) when the baby is in the third development stage (132) . 9. The method according to claim 1 wherein the method further comprises the steps of the third attachments (130) in the first area (150) when the baby is in the third development stage (132) . |
Technical Field The method relates to a method for stimulating babies with clothing that has a design that is adjusted to the baby's intellectual and physical development phase.
Background of Invention
Many attempts have been made in the past to stimulate the development of babies such as by using stimulating toys. Conventional clothing has not provided any stimulation for the motor skill or the intellectual development of babies. This means the babies have not, in the past, been able to benefit from the various efforts of providing stimulating designs and attachments. There is a need for more effective clothing to better enhance the motor skills and intellectual development of babies.
Summary of Invention
The method of the present invention provides a solution to the above-outlined problems. More particularly, the method is for stimulating a child with carefully selected attachments that are placed on the clothing based on the development stage of the child. A first development stage of the child is determined. A first attachment is selected based on the first development stage of the child. The first attachment is attached to clothing of the child. The child advances from the first development stage to a second development stage. A second attachment is selected based on the second development stage. The second attachment is more complicated than the first attachment. In this way, not only are the selection of the attachments used on the clothing based on the development stage of the child but also the physical position of or where the selected attachments are placed on the clothing to provide the optimal stimuli for the baby.
Brief Description of Drawings Fig. 1 is a side view of a first attachment for 2-4 month old babies;
Fig. 2 is a side view of a second attachment for 4-9 months old babies;
Fig. 3 is a side view of a third attachment for 9-18 months old babies; and
Fig. 4 is a perspective front view of a baby with the schematically marked areas for attachments.
Detailed Description
Fig. 1 is a side view of a first attachment 100 that is especially designed based on the development phase of babies that are 2-4 months old which may be characterized as a first development phase 101. It should be understood that the various attachments and development phases are only used as illustrative examples of the method of the present invention wherein the attachments are correctly adjusted to the particular development phase of the baby so that real and right stimulations are provided. The various attachments may be sewn, printed, glued or otherwise attached to the clothing i.e. pants, shirts, dresses etc. As described in detail below, the placement of the attachments on the clothing is also based on the particular motor skills of the babies.
The attachment 100 is a very simplistic view of a frog's face wherein it has a black background 102 and a white half circle 104 that may illustrate a smiling mouth. The attachment 100 may be completely attached to the clothing around the outer edges 106. It should be noted that the attachment 100 lacks many details of the frog's face. During the first development phase 101 the babies start to recognize shapes and like to look at their own fingers and distinct color contrasts such as black and white. They can support themselves on the forearms and stretch out their hands to touch and grab/release items. They can also follow moving items with their eyes and react positively to soft music and other sounds. It is also possible to provide tacticle stimuli in each developmental stage. This may be provided via print - A - or different levels so that, for example, the baby can feel the mouth is not at the same level as the eyes and other such features of the attachment. The attachment 100 may be filled with rustling paper. In this way the visual, the tactile and the audio senses of the baby are stimulated.
Fig. 2 is a side view of a second attachment 110 that is designed for a second development phase 112 of babies i.e. 5-9 months old babies. The attachment 110 has a black background 114 and eye openings 116 and 118 with eyes 120, 122 placed inside the eye openings 116 and 118, respectively. The attachment 110 may be attached along an upper periphery or upper corner 124 so that the attachment 110 may be double- sided. The attachment 110 may be filled with rustling paper 126. In development phase 2 the babies can also understand patterns.
During the second development phase 112, the babies start discovering things with the mouth and finger. They play with their toes and can hold big items in both hands. They can move an item from one hand to the other hand and grip things with the palm of the hand.
Fig. 3 is a side view of a third attachment 130 that is designed for a third development phase 132 of babies i.e. 9-18 months old babies. The attachment 130 has a color background 134 and eye openings 136, 138 with eyes 140, 142 placed inside the eye openings 136 and 138, respectively.
Similar to the second attachment 110, the third attachment 130 may be attached to the clothing along an upper periphery or upper corner 144 so that the third attachment 130 is also double-sided. The attachment 130 may also be filled with rustling paper 146. During the third development stage 132, the babies may crawl and stand up with support. They often imitate sounds they hear and may understand some simple words. The babies may hold items with 4-5 fingers. They twist and turn the items they look at and begin to see and understand patterns. The babies also begin to understand color and develop an interest for picture books. The baby may understand that an item is the same item although viewed from a different perspective and against different backgrounds. The babies learn how to grip small items and recognize well known items such as car, ball etc.
Fig. 4 shows a baby 149 that has the first area 150, the second area 156 and the third area 162 marked thereon. When the baby is in the first development stage 101, the attachments 100 are placed on the clothing in the first area 150. Preferably, the first area 150 includes the area from the hand 152 to the elbow 154 where the attachments can easily be reached while the baby is lying on its back viewing the feet, or lying on the stomach. Therefore there are also attachments disposed around their feet so the babies can see the attachments.
When the baby is in the second development stage 112, the baby has developed more motor skills and will also become interested in attachments that are placed on clothing in the second area 156 that extends from the foot 158 to the front of the thigh 160. It should be understood that the baby is also interested in and ready to play with attachments placed in the first area 150 in addition to the second area 156. This is schematically shown in Fig. 4 by the two brackets 112 that include the first area 150 and the second area 156. Preferably, the attachment 110 is used when the baby is in the second development stage 112 to provide the correctly adjusted stimuli to the baby.
When the baby enters the third development stage 132 it has further developed its motor skills to be able and to become interested in attachments placed in the third area 162 that extends from the navel 164 to below the groin 166. It should be understood that the babies in the third development stage 132 are ready to play with attachments placed in the third area 162 in addition to attachments placed in the first area 150 and the second area 162. This is schematically shown in Fig. 4 with the extended bracket 132 that includes the first area 150, the second area 156 and the third area 162. Preferably, the attachment 130 is used when the baby is in the third development stage to provide sufficient stimuli. It is possible to include rustle paper in all ages. In addition to the three developmental stages age (2- 18 months) described above a forth stage between the age of (18- 36 months) may also be included. This may be referred to as the 4 th stage or emotional/consequence thinking stage. This coincides with that the child starts to develop emotional intelligence and empathy and the child is now actively interacting with other children. It is believed that if the child is exposed to two different applications it is possible to positively influence the child in its emotional and emphatic stage. This may aid in the development toward a more tolerant and understanding individual. If a child at an early stage is exposed to positive stimuli coming from different sources (i.e. two distinct applications in different color treatments and different shapes which will together form a shape fit into each other as a puzzle) this may subconsciously lay the foundation for a mindset of empathy. This type of stimuli may be as important as the preceding stages (2-18 months/stages 1-3) since this influences the child's future ability to interact and befriend children and enhance their social skills in a positive manner. In addition the child's spatial cognitive skills and intellectual capability will be further stimulated as they are laying the puzzle with their arms .
While the present invention has been described in accordance with preferred compositions and embodiments, it is to be understood that certain substitutions and alterations may be made thereto without departing from the spirit and scope of the following claims.
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