Technical Field:

This invention shows the properties of different materials, especially wood, that can be played in educational institutions, events, or homes alone or together with children and adults, which are produced and which the child will constantly discover, where the child's imagination, creativity, three-dimensional thinking ability are developed, and which contribute to the development of EQ and even WEQ. It is about multi-purpose educational material with high pedagogical value, in which one can see, feel, and learn, and where these materials are used together, new games and toys are produced.

State of the Art:

Various materials and methods are used to develop educational skills, abilities and multidimensional intelligence and skill field. The function of educational materials is learning by experience and the development of more cognitive skill areas and revealing many talents in individuals. It is very important that the materials are practical, entertaining, and instructive in their application.

The way of using the existing materials that the educators know and have has limitations and the purpose of use is insufficient. Different materials are required for each skill area. From this point of view, this situation leads to both high costs and taking up too much space. Since the existing materials are not very functional, they can be applied by making matching and putting them back in the same place from where they were taken, they offer limited contribution in terms of skill and cognitive development and remain simple. Existing educational materials fulfill their goals by being placed in gaps in certain areas created for them and develop the skills of individuals to find and match their likenesses in a simple and limited way. Learning by touching and living with these materials occurs to a very small extent, the process of experiencing and learning cannot fully achieve its purpose. Existing training materials of parts that are used in purpose designed for single or no more than 2-3 instructions single purpose, to be able to perform the function of the use of materials, another game - unavailable for production, because it does not address or any other skill areas because different qualities and raises the need for more material and material ways. This situation leads to an increase in production costs, thus causing waste.

In the utility model application numbered TR201510784, educational game and training material are described. It is a game and educational material, which has been put forward to increase social development and improve interaction between individuals. It contains at least one picture card with at least 2 different pictures on it and a story pattern can be created using these pictures, thus enabling the development of the skills of creating a story and telling the created story and listening. It is connected with at least one template, which has at least 2 stencil holes on the picture card, allows the pictures on the picture card to be seen, which is positioned at the bottom thanks to the stencil holes, and helps to create the story. It contains the said picture card and the main body in which the said template fits.

In the utility model application numbered TR201719581, educational game and training material are described. The present invention relates to an educational material designed in the form of a game, which is equipped with instructive information compatible with the national education curriculum and in which various number of participants can be involved.

The inventions mentioned above have a uniform structure and are insufficient in terms of the mental and physical development of children. Therefore, there is a need for a new invention that is more interesting for students, that will develop 3-dimensional visual memory, imagination with EQ and WEQ, that will entertain while making them think, that is simple and easy to produce. Description of the Invention:

The main purpose of our product, which is the subject of the invention, is to provide a multi-purpose, open-ended training set by improving the parts that make up many game sets on the market. With the development, the child will reveal different mechanisms by pushing the limits of his imagination.

The child will discover the material and its wide variety of uses. In addition, since the parts that make up the product are completely made of wood, it does not have any harmful effects on the health of children.

The game is possible with the 3 basic elements of toy design and these game materials. Our invention encourages the child to act and speak and gives the child joy. In addition, playing and producing with these play materials, which are enjoyed by adults as well as children, brings both adults and children of different age groups together.

Since the games and production activities with materials are not used as a certain competitive game, it will always cause the participant to be involved in the gameproduction.

The game table presented by our invention will increase social interaction in children, will encourage them to recognize the games to be played, to choose among them, and to work according to or without instructions. Children sitting around the game table are asked to create the visuals in the brochures with geometric shapes placed in the relevant area. Each area has different pictures. The child in that area is asked to turn those visuals into a concrete example and move on to the next area. The child will find his work-play in the field sufficient and will perform the game in another field alone or together with his friends at the other participating play-table. This study will not only be beneficial for cognitive development, but also will contribute to taking an important step in learning by exchanging information with each other by children and even adults. The child at the game table will interact with his other friends and improve his social interaction. In addition, the child develops his imagination by trying to combine the relevant game piece with other pieces. Therefore, our invention greatly enhances the mental development of the child. At the same time, the child will increase the learning momentum by providing hand and eye coordination while putting the pieces together, by seeing and feeling wooden materials of different weights and textures.

Our product, which is the subject of the invention, not only develops imagination, but also makes learning more fun by satisfying the child's self-confidence feelings. Our invention provides advantages such as strengthening the sense of selectivity in perception by making the child think which piece is geometrically suitable for which. While playing games, he will be able to create versatile shapes with easier movement maneuvers by thinking more simply.

Our product, which is the subject of the invention, can have various colors in order to provide the part-whole relationship, increase its aesthetic value, and create different patterns. By using these colorings, the child can first sort the parts by induction method, then classify them and then combine the parts by matching them to each other. In geometric shapes, 3 cm and its multiples are shaped basically without channels. Two different surfaces are channelless, square and rectangular prisms, each rectangular surface is channeled from one end to the other, channeled like a package, etc. in the form of shapes with a different code as the channels increase. Coloring or patterning, drawing will increase the ideas of creative use. It will also lay the groundwork for creating new puzzles to complete the puzzle pieces, giving instructions and coding examples to others. The product subject to the invention can be produced in various polyforms, for example; monamond, diamond, triamond, hexiamond etc. All these parts can be combined and merged through channels. Various mind games can be created in tangram and pentomino forms by using existing geometric pieces (using both surfaces). Our invention can be used in many fields for this purpose, as well as in fields such as art and business education.

Due to the fact that the parts that make up the invention are easily fixed to each other and complement each other, they are easily installed, correlated, and the costs are low due to the short ”do it yourself’ time. In addition, the invention has a solid structure. Description of the Figures:

The invention will be described with reference to the accompanying figures, so that the features of the invention will be more clearly understood and appreciated, but the purpose of this is not to limit the invention to these certain regulations. On the contrary, it is intended to cover all alternatives, changes and equivalences that can be included in the area of the invention defined by the accompanying claims. The details shown should be understood that they are shown only for the purpose of describing the preferred embodiments of the present invention and are presented in order to provide the most convenient and easily understandable description of both the shaping of methods and the rules and conceptual features of the invention. In these drawings.

Figure 1 Perspective view of the cube-shaped game piece (with channels on each side).

Figure 2 Perspective view of a rectangular prism-shaped game piece (with channels on each surface).

Figure 3 Perspective view of the disc-shaped playing piece (only the side surface is channeled).

Figure 4 Perspective view of a semicircular play piece (with channels on all sides) with a hole inside.

Figure 5 Perspective view of the hexagonal game piece.

Figure 6 Perspective view of a cubic game piece (with a channel in the middle) divided into two from its diagonals.

Figure 7 It is the perspective view of the geometry formed as a result of the combination of the cubic game pieces divided into two from their diagonals.

Figure 8 It is the perspective view of the geometry formed as a result of the combination of the cubic game pieces divided into two from their diagonals.

Figure 9 A perspective view of an image made from rectangular prism-shaped game pieces. Figure 10 A perspective view of an image made from cubic and rectangular prismshaped game pieces.

Figure 11 A perspective view of an image made from cubic, circular, and stick game pieces.

Figure 12 It is a perspective view of an image created as a result of the use of circular, stick game pieces and rope.

Figure 13 It is the perspective view of the game table.

Figure 14 Perspective view of a rectangular prism-shaped game piece (with a channel on one side).

Figure 15 Perspective view of a rectangular prism shaped game piece (two with channels on one side and one perforated on one side).

Figure 16 It is the view during the gradual assembly of the cube pieces (with two channels and four surfaces) during the formation of the soma cube.

Figure 17 Perspective view showing the final state of the Soma cube.

Figure 18 It is a perspective view of the game subject in the invention is called Frobelkran made with game pieces.

Figure 19 Isosceles triangle is the appearance of geometry (tetrabolo), which is formed as a result of the combination of game pieces.

Figure 20 An equilateral triangle is the appearance of geometry (hexiamond), which is formed as a result of the combination of game pieces.

Figure 21 It is a perspective view of the alternative arrangement of the gaming table.

The figures to help understand the present invention are numbered as indicated in the attached image and are given below along with their names.

Description of References:

1. Game piece

1.1. Channel

1.2.Hole

2. Stick

3. Game table 4. Fabric

5. Rope

6. Magnet board

Detailed Description of The Invention:

The game piece (1) made of wooden material in the product subject to the invention has many different geometric shapes. It can belong to any of the polygonal structures with at least three sides such as triangle, quadrilateral, pentagon, but it can also be three- dimensional prismatic structures (triangle, rectangle, etc.) or structures such as cylindrical, spherical, elliptical. There is a channel (1.1) structure and a hole (1.2) on at least one edge of the game piece (1). For example; two sides are channeled (1.1) and the other two sides can be straight. Therefore, the appropriate game piece (1) is used according to the image to be created. The stick (2) piece is passed through the hole (1.2) in the game piece (1) and its assembly is ensured. The Stick (2) used here may be a derivative of wood, plastic or any synthetic material, for example; straw, bamboo stick etc. The Stick (2) can be in different geometric shapes other than the cylindrical shape. The materials to be placed in these parts are left to the child's imagination, for example; a reel system is formed by bedding an rope (5) or wire to a game piece (1) with a circular channel (1.1). Game pieces (1) can be painted with acrylic paint with different colors optionally according to the imagination {Figure 1-12}.

Some of the geometric shapes in our invention have few channels (1.1), while others have more channels (1.1). These complement each other, facilitating the part-whole relationship during assembly. The flat surfaces of geometric shapes with few channels (1.1) are painted {Figure 1-18}.

The image in Figure 7 is a combination of the game pieces (1) in Figure 6. These shapes are also used in different forms of T-puzzle. Figure 8 is an example of a shape that can be combined with a cube by using 2 sets of T-puzzle pieces. The image in Figure 9 is designed to give the participants the idea that a robot image can be created from a geometric shape. He acts as the mascot of the game table (3).

Figure 12 shows an example of a spinning top made of a game piece (1), a stick (2), and a rope (5). The spinning top example here is formed from the round game piece (1) in Figure 3. Also, this part can act as a roller or a wheel. Visuality can be increased according to the person's current imagination, therefore, these images should not be limited while investigating the novelty criterion.

The perspective view of the game table (3) seen in Figure 13 is given. The game table (3) is formed as a result of the association and fixation of the game pieces (1) to each other within itself. In the same way, there are channel (1.1) structures on the upper parts of the game pieces (1) used here. In the lower part, there is a piece of fabric (4) where children can sit and put other game pieces (1). The main task of the game table (3) is to create playgrounds. The channel (1.1) here contains brochures containing the shapes that children are asked to make and other information about the game (for example, a story about the game, some interesting questions. Therefore, a child sitting in a field can choose the shape given to him there, get information about the game, make new shapes according to his own wishes, even prepare instructions and allow others to work according to those instructions, the child is also playing and designing, learning, and teaching. After the child is busy in his own field, he moves to another field and performs a different activity. The game pieces (1) that make up the game table (3) can be disassembled and installed. In this way, the game table (3) can be enlarged and reduced according to the number of children to be educated.

In Figure 14-15, game pieces (1) with channels (1.1) opened from one or both surfaces are seen. Any surface of these game pieces (1) can be painted for visual purposes.

In Figure 16, the geometric view of the gradual assembly state of the two-sided or foursided channeled (1.1) game pieces (1) during the formation of the soma cube is seen. In Figure 17, the final state of the soma cube is indicated. Geometric checks and additional geometric shapes, channels were also opened, and holes were placed in some parts, which were developed according to the game pedagogy of Friedrich Frobel, the founder of the first kindergarten in the world. In Figure 18, the application of the game called frobelkran with our pieces of invention is seen. The aim of this game is not to produce something alone, but to make people comprehend the importance of working together to produce something. At the same time, additional activities can be carried out, such as preparing different instructions, naming each game piece (1) differently.

With the use of game pieces (1), the creation, transformation, and much more purposeful use of various mind games (for example, T-puzzle, Soma-cube, pentomino, triabolo, etc.) that will also be used at the game table will be realized {Figure 19-20}.

The game table (3) in Figure 21 can alternatively be set up on a magnetic board (6) instead of fabrics (4), blankets, and linoleum. Again, everyone works and plays between the vertical game pieces (1), and then the fields are changed. In addition, instructions are given with the help of magnetic sticks, with the help of magnetic sticks, and instructions that are equal to the shapes. In this case, magnets are added to the shapes.

In the temporary bonding method, a mortar obtained from play dough, dough, com starch and sand are used, and this mortar is fed into the channels (1.1) in the game piece (1) by using a wax honeycomb, and it is adhered with other game pieces (1) and combined.

Once this mortar has dried, the game pieces (1) can be removed very easily and used over and over again.