EP1611818B1 - Toothcleaning device for toddlers - Google Patents

Abstract

One of the devices is designed in the shape of a teething ring (1) and provided with opposite positioned rattle (3) and toothbrush elements (2). The toothbrush (2) extends outward from a convex segment (10) of the ring (1) and is fitted with a small number of soft stick-shaped projections (9), creating the imagination of brushing ones teeth while leaving wide spaces for cleaning. A textured outer surface (6, 7) facilitates a firm grip on the ring (1). An adult and later the child itself can brush the teeth of the infant with a specifically toothbrush in a shape referring to the already familiar ring.

Description

Technical area

The invention relates to a learning device for toddlers with a holder and a trained on the holder brush head with bristles.

State of the art

Commercially child teething rings are available which have a toothbrush (see, for example, "Infant-O-Brush" by Hager & Werken GmbH & Co. KG, Duisburg). The idea behind this is to bring the toddler into contact with the brush early on in order to pave the way for learning and getting used to dental hygiene.

Teething rings for toddlers, such as. B. from the GB 2 288 126 A are known to have various elements to give the toddler visual, auditory and tactile stimuli.

Although the brush provided for the "Infant-O-Brush" is interesting in terms of educational psychology, it is subject to hygienic problems: If the teething ring falls to the floor, the brush becomes dirty and can not be cleaned well. In addition, it has been shown that toddlers do not spend too long and intensively dealing with the "Infant-O-Brush" in order to achieve the necessary habituation to the brush.

Presentation of the invention

The object of the invention is to provide a learning device belonging to the technical field mentioned at the outset, which is useful and hygienic for learning dental hygiene.

The solution of the problem is defined by the features of claim 1. According to the invention, the bristles are formed in the manner of pin-like massage elements and spaced from each other so that predefined cleaning gaps are present and that the brush head protrudes from the holder tongue-shaped, wherein the brush head in a rear part, which forms a transition to the holder , wider than in a rounded or semicircular shaped front part.

In contrast to the prior art, the invention does not try to pre-set the toddler the bristle heads used in later applicable children's toothbrushes. Rather, as it were "dummies" are used. These "dummies" are designed to be easy to clean. It is therefore ensured that between the bristles so-called cleaning gaps are present. This means that every bristle is accessible from all sides for a cleaning agent. The bristles do not form tufts between which bacteria and dust can nest.

For the accustoming of the toddler to the toothbrush and the tooth cleaning a specially developed children's toothbrush for tooth cleaning by the caregiver is used in addition to the learning device (Kinderbeissring). The children's toothbrush has in principle the usual (fine) bristles and not the bristle dummies. The outer material condition and / or shape of the brush head of the child toothbrush is adapted to that of the bristle carrier of the learning device. It is thus consciously and purposefully created a tactile and / or visual similarity. The infant toothbrush is then no longer perceived by the toddler as something new, alien (and possibly rejected), but as something familiar and beloved.

According to a particularly advantageous embodiment, the bristles and the bristle carrier consist of a cast. That is, they form a single piece and there are no gaps or other material transitions, in which dirt could einnisten.

A simple and practical means of ensuring hygiene is a tape with which the learning device can be used e.g. tied to the bed, to the stroller, to the child's clothing or to his wrist. Even if the child lets go of the device, it does not fall to the ground. The tape is advantageously relatively short (e.g., 20-25 cm). It should be avoided that the toddler gets caught in an unpleasant or dangerous way in the tape.

The bristles are relatively short and thick. They preferably have a length to diameter ratio which is not greater than 20, in particular 10 or smaller. The ends of the bristles should be able to move back and forth relative to the bristle carrier part, so that a massage effect is possible when the toddler bites on the brush. Accordingly, the ratio of length to diameter will normally be greater than 2.

On the flexibility of the bristle ends in addition to the ratio of length to diameter and the hardness or elasticity of the plastic has an influence. It is therefore not excluded that also thinner bristles, so bristles are used with a greater ratio of length to diameter. It should be noted that the inherent stability of the bristles decreases, the greater the said ratio becomes. If the intrinsic stability is too low, then the bristles lean against each other and form tufts, which is disadvantageous in terms of cleaning technology. In the context of the invention, therefore, the bristles should be designed and arranged so that no tufts can form.

Good results can be achieved with pin-like or bolt-like bristles of a length of at least 2 mm and a maximum of 7 mm. That means the bristles are relatively short. If the bristles are too long, they bend so hard when biting them that no massage effect is actually possible. Of course, it is not excluded that longer bristles can be used. Normally, however, bristles with a length of 10 mm will no longer realize the desired inventive effects.

As already mentioned, so-called cleaning intermediate spaces should be formed between the bristles. This assumes that the bristles maintain a mutual minimum distance. This should be at least 0.2 mm, in particular between 0.3 mm and 1 mm. A direct mutual contact of the bristles is therefore not desirable, not even where the bristles emerge from the bristle carrier. Of course, it is not the case that the bristles must be arranged so that they all have the same distance to the nearest neighbor. It is sufficient if the minimum distance is in the stated range. As far as this minimum distance is maintained, the bristles should preferably not be apart as necessary. Otherwise, the character of a brush is lost. It should indeed be achieved that the toddler learns the brush according to the invention as a precursor to the toothbrush.

Since the bristle carrier and the bristles are made of the same material, and since some softness of the surface of the bristle carrier is desired, a material with a not too high Shore hardness should be selected. It is therefore proposed to use a soft plastic having a Shore hardness in the range of 75-100. This area is to be understood primarily as an example and not as a general restriction.

Preferably, the learning device offers a certain resistance when bite-on and essentially retains the shape. To achieve this, the learning device preferably has a hard core and a soft surface. The core can thus consist of hard plastic and be covered with an elastic plastic layer.

As long as the core is completely covered, it does not matter what material it consists of. But if it comes to the surface in certain places, then it must be ensured that it is pleasant for the toddler to bite. The plastic should be impact resistant and not brittle. It is by no means necessary that the entire surface is covered with elastic plastic. It may well be desirable for the toddler to have various biting experiences. In this sense, the surface of the learning device in different places can be different hard. This is most easily realized by reducing or eliminating the coating at certain points in thickness.

The holder should be designed so that it corresponds to the playful discovery needs of the toddler. So he should activate the sense of touch, the sense of hearing and the sense of sight of the toddler. For practical reasons, it is advantageous if the holder is designed as a ring. The ring should be so large that it can be comfortably gripped by an adult by hand. This means that the opening of the ring should not be too small, but leave room for several fingers. On the other hand, the cross-section of the ring should be sized so that it can be well grasped by the little hand of the child.

The brush should not protrude too far from the otherwise approximately circular shape of the holder. This prevents the toddler from taking the brush too far into the throat (risk of vomiting). If one imagines a flat test opening whose dimension corresponds to the maximum opening of the child's mouth, then the front end of the brush should not protrude further into the test opening than corresponds to the maximum dimension of the test opening. It is obvious that an elliptical retaining ring, whose small half-axis is only slightly larger than the test opening, will not fulfill the mentioned test criterion because the retaining ring can be inserted too far into the test opening in the direction of the large half-axis.

Instead of a ring, other shapes can be chosen. Preferred are flat shapes, which can be taken by the toddler in the mouth. For safety reasons It is recommended to form the learning device in one piece. So it is better if the brush can not be removed from the teething ring. A safety lock can indeed prevent the toddler dismantling the brush. However, this tends to increase the production cost.

A known possibility for activating the auditory sense of the toddler is to equip the teething ring with a rattle. Preferably, the core has a cavity in which loose beads are enclosed. To activate the baby's sense of the sea with movements, the cavity was surrounded by a transparent wall, so that the movement of the beads is visible. Preferably, the cross section of the cavity is much larger than the cross section of the rest of the ring. There may also be (solid or mobile) glittering or reflective particles in the cavity, which create a play of light.

Of course, it is also possible to form the rattle separately from the ring (i.e., as a self-contained body) and to easily connect it to the ring in an articulated manner. In this way, several rattles can be attached to the ring. According to the same principle, other elements with visual or other stimuli (mirrors, figures, whistling bellows, etc.) can also be attached. Tone generators may also be incorporated which react to certain movements (e.g., tilt, shake, press) and e.g. produce an animal sound or a melody.

The sense of touch can be stimulated in many ways. Preferably, the teething ring local projections, in particular knobs, grooves and annular beads of different shape. Suitable embodiments of such nubs are for example from GB 2,288,126 known.

The Kinderbeissring according to the invention is actually not to be considered in isolation, but as part of an overall system. This complete system includes all the devices, products and techniques that are being used in oral hygiene over the course of a lifetime. The Kinderbeissring should, for example, facilitate the transition to the child's toothbrush and give the child the entry into a proper oral hygiene. To achieve this, the brush of the Kinderbeissrings is approximated form-fitting to the child's toothbrush. This means that the brush head is relatively short in relation to the length. Preferably and tongue-shaped. This means that it is wider in the rear part, which forms the transition to the ring, than in the front part. In addition, it is roundish or semicircular in the front part.

The learning device according to the invention can be shaped in many different ways. One possibility is to place the rattle at a point on the ring diametrically opposite the brush head. This creates a more or less symmetrical shape that the toddler can grasp with both hands.

Within the framework of the system concept, it may also make sense to provide the learning device with a flavor dispenser. In this way, the toddler can be carefully brought into contact with the toothpaste or toothpaste flavor. The dispenser may be formed, for example, by an insertable plastic part with an absorbent material. The plastic part is thrown away when the taste has evaporated. Of course, it is also possible to apply the toothpaste superficially, e.g. by dipping the brush in toothpaste. For example, parents can give toddlers the taste of toothpaste at specific times. In practice, a flavor or fragrance will be used wisely, so as not to provoke allergies in the infant.

In principle, it is not excluded that the plastic part is reusable. He then does not necessarily have to be attached to the Kinderbeissring necessarily interchangeable. However, it must then be ensured that no hygienic problems arise (for example, because in the dispenser bacteria creep in). The plastic part or dispenser can then be loaded with a suitable liquid. If the plastic part has a part of absorbent material as a dispenser, then it is simply inserted into a suitable liquid so that it can suck itself fully. To ensure that no bacteria settle in, a semipermeable, bacteria-proof membrane is used to protect the dispenser.

It is also conceivable that the bristles are excited by a suitable miniature drive to vibrate. Individual bristles or the bristle carrier as a whole can be vibrated, resulting in an increased massaging effect. As a micromotor, for example, serve a piezoelectric actuator, which vibrates a small mandrel which protrudes into the bristle foot.

A not according to the invention, specially developed children's toothbrush has a handle and a brush head, wherein the brush head has a bristle carrier whose transverse dimensions are small in relation to the handle. According to the system concept, the brush head on its outside is adapted in terms of material and / or form to the bristle carrier of the child bite ring. That is, the handle and the bristle carrier have a soft plastic surface.

From the following detailed description and the totality of the claims, further advantageous embodiments and feature combinations of the invention result.

Brief description of the drawings

Fig. 1

perspektivische Darstellung eines erfindungsgemässen Kinderbeissrings;

Fig. 2

schematische Darstellung eines Geschmacksdispensers;

Fig. 3

perspektivische Darstellung einer nicht erfindungsgemässene Kinderzahnbürste.

The drawings used to explain the embodiment show:

Fig. 1

perspective view of a child bite ring according to the invention;

Fig. 2

schematic representation of a flavor dispenser;

Fig. 3

perspective view of a not according to the invention children's toothbrush.

Basically, the same parts are given the same reference numerals in the drawings.

Ways to carry out the invention

Fig. 1 shows a preferred embodiment of an inventive learning device. It forms a ring 1, on which a brush 2 and a rattle 3 are formed. The brush 2 and the rattle 3 are disposed at positions of the ring 1 which are opposed to each other. The ring 1 has two gripping areas 4 and 5. In the grip area 4 are various knobs 6 and in the grip area 5 various annular beads 7 are provided, which stimulate the sense of touch of the toddler. In the area where the brush 2 is formed, the ring 1 forms a convex, outwardly of the circular or oval shape portion 10th

The brush 2 has a tongue-shaped bristle carrier 8. That is, the bristle carrier 8 is widest where it attaches to the ring 1 and then increasingly tapers towards its front end, which is rounded paraboloidal or U-shaped. On the upper side of the bristle carrier 8, a bristle field with a plurality of bristles 9 is formed. These bristles 9 are made of a soft plastic and are molded together with the bristle carrier 8 in one casting. The bristles 9 are relatively short. That is, they have the form of bolts or cones. Furthermore, they are clearly spaced from each other. As a result, cleaning gaps 12 are formed.

In the present example, the brush has about 30 to 40 bristles. The bristles 9 are about 4 mm long and have a diameter of the order of about 1 mm. The bristle field is about 10 mm wide in the rear area (i.e., where the brush 2 is formed on the ring 1) and trapezoidally converges forward. It has a maximum length of e.g. 15 mm. The bristle carrier 8 is a few millimeters wider and longer than the bristle field. At the point where the brush is mounted, the ring provides an additional convex portion 10. This facilitates the infant to take the brush 2 in the mouth.

The ring 1 has a diameter in the range of 5 to 10 cm and a cross-sectional diameter in the range of 5 to 10 mm. The bristle carrier 8 is thicker in the region of the ring than at its tip. He tapers thus wedge-shaped. The rattle 3 is formed by a barrel-shaped, transparent container made of hard plastic, in which the beads 11 can roll. The container is z. B. from the same plastic as the core of the learning device. The two grip areas 4 and 5 and the bristle carrier 8 and the bristles 9 are made of the same soft plastic. It is almost a coating of the hard core. Only the transparent wall of the rattle 3 is free of the coating.

The geometric dimensions of the described learning device can of course vary. The aim is to have rounded shapes on all sides. This applies both to the outer dimensions of the ring (top view) and to the cross sections. The learning device should therefore be rounded off be in which direction and in which cross-section you always look at it. Rectangular and square shapes with their straight lines that meet at edges or corners are undesirable. They may be tolerable in individual places, but should in any case be reduced to a minimum.

In terms of bristle density, it is noted that it is orders of magnitude smaller than a conventional adult toothbrush. While e.g. For example, assuming a good average of 50 bristles per square centimeter, a density of 200 bristles per square centimeter will tend to be an upper bound on the preferred range of values.

The intensive biting pleasure of the infant can be satisfied with the inventive elastic teething ring. The hard thermoplastic core gives the teething ring its basic shape and stability. It provides sufficient resistance even with heavy chewing pressure and prevents biting through of the ring. According to a preferred embodiment, it combines hard and soft surfaces. The design of the surface structure with differently shaped pimples and grooves stimulates both the tongues and the lips. The latter is especially important for disabled children. The myofunctional stimulation promotes the strengthening of the characteristic in males with Down syndrome weak masticatory muscles and the lip closure and thus prevents the mouth breathing. Existing mouth breathing can also promote the caries and infection risk in the pharynx.

The baby can grasp the broad oval ring shape with both hands. Likewise, the caregiver can hold the teething ring with one hand (by two to four fingers in the ring opening) and use the brush for playful cleaning. The large shape of the ring also prevents the toddler, the brush can push too far back into the throat and thereby reduces the risk of injury.

The advantage of using the child bite ring according to the invention is that the toddler playfully deals with a toothbrush. Now, if the caregiver starts with the teeth cleaning of the toddler, then she uses a special brush (see eg Fig. 3 ) which resembles the brush head formed on the child teething ring with respect to the shape of the brush head. The baby then recognizes and accepts the special toothbrush developed for this purpose in the daily cleaning of the teeth by the caregivers, as it has a similar shape of the brush part. The caregivers can therefore daily care in a, not unfamiliar to the child way the teeth. The brushing thus loses the character of an unpleasant and strenuous duty.

Fig. 2 shows the back of the brush head or the bristle carrier 8. According to a preferred embodiment, an absorbent foam 13 is provided as a dispenser for flavorings or odors. That is, in the pores of the foam 13 z. B. stored a solid, which is released from the baby's saliva and slowly washed out. Whenever the toddler bites or sucks on the brush head, it experiences the specific taste or smell of the substance stored in the foam 13.

The foam 13 may, for. B. be interchangeable, taking care that he can not be taken out and swallowed by the toddler. Furthermore, it is conceivable that the foam 13 can be placed in a suitable solution and charges with the desired substance. Instead of a foam, a bladder or bag of dense plastic with very fine dispenser holes may be provided so that the solution contained in the bladder volume slowly exits as the infant sucks on the brush.

Of course, the dispenser may also be provided at another location. The taste or odors can z. B. embedded in the bristle field.

Fig. 3 shows by way of illustration a specially developed children's toothbrush not according to the invention. It has a thick handle 14 and a relative small head 15. At the bottom of the handle 14 has a foot 16 whose footprint is preferably at least twice as large as the cross section of the cylindrical holding portion 17. The smooth holding portion 17 has a length of for example 4-5 cm and a diameter of eg 1.5 cm. In cross section, it is essentially circular disk-shaped. The foot 16 is asymmetrically formed with respect to the longitudinal axis of the holding portion 17 and widens wedge-shaped forward ("forward" is defined by the direction of the bristles). His stand can as Suction cup be designed so that he z. B. can be fixed at the edge of the sink. But it can also contain a magnet to be attached to a ferrous base. Of course, on or in the toothbrush, only a piece of iron instead of a magnet may be provided, so that the brush on a magnetic pad (eg a plate-shaped or rod-shaped holder) can adhere, which in turn can be placed or fastened anywhere. Other mounting options are possible (clamp etc.).

At the upper end of the holding portion 17, a gripping portion 18 is provided. This is characterized by three-dimensional deformations (ribs, grooves, annular beads, pimples, etc.). In the present case four annular beads are provided. After the gripping portion 18 follows a neck portion 19. This forms the transition to the head 15 and tapers progressively.

The child brush is curved slightly forward in the present example, and just enough so that it can stand on the foot 16. It has an ergonomic shape that is suitable for both the caregiver and the toddler.

The surface of the handle 14 is formed by an elastic soft plastic. This can hide a hard but flexible core. The head has a bristle carrier made of hard plastic and thin bristles. According to the system concept explained above, the bristle carrier is wrapped with a soft plastic and forms a rounded shape on all sides. The soft plastic is preferably the same as the soft plastic on the surface of the Kinderbeissrings. This creates a visual and tactile parallelism to the brush of the Kinderbeissrings. The consistency in the material causes the toddler to perceive the child toothbrush as similar to the child teething ring. It makes sense to offer the children's toothbrush and the Kinderbeissring in retail as a set. It is the togetherness and the benefits of the two devices for the buyer identifiable.

In summary, it can be stated that the child's teething ring can simultaneously animate many senses (sense of hearing, sense of touch, sense of sight, taste and smell) of the infant. By biting on it, the development of the jaw and the teeth is activated and during teething the pain is alleviated. Hard and soft surfaces with various nubs, grooves and rings or beads provide variety. A core of a transparent rigid thermoplastic can simultaneously form the rattle container. On the one hand, a soft coat made of colored soft thermoplastic protects against injuries and makes it pleasant to bite on.

Together with the non-inventive, specially adapted children's toothbrush results in a dental prophylaxis system, which is adapted to the respective stage of development of the child, thereby enabling optimal prophylaxis conditioning.

Claims (11)

1. Learning device for infants, having a holder (4, 5) and a brush head (8) which is formed on the holder (4, 5) and has bristles (9), characterized in that the bristles (9) are formed in the manner of peg-like or pin-like massage elements and are spaced apart from one another to provide predefined cleaning interspaces (12), and in that the brush head (8) projects in a tongue-like manner from the holder (4, 5), the brush head being wider in a rear part, which forms a transition to the holder (4, 5), than in a front part, which is of rounded or semicircular configuration.
2. Learning device according to Claim 1, characterized in that the bristles (9) are moulded in one piece with the brush head (8).
3. Learning device according to Claim 1 or 2, characterized in that the bristles (9) have a ratio of length to diameter which is no greater than 20, in particular 10 or less, and is greater than 2, and in that the bristles (9) have a length of at least 2 mm and at most 7 mm.
4. Learning device according to one of Claims 1 to 3, characterized in that the bristles (9) are spaced apart from one another by a distance of at least 0.2 mm, in particular between 0.3 mm and 1 mm.
5. Learning device according to one of Claims 1 to 4, characterized in that the bristles (9) consist of a soft plastic with a Shore hardness of 75-100.
6. Learning device according to one of Claims 1 to 5, characterized in that the holder (4, 5) has a hard core and a coating made of soft plastic.
7. Learning device according to Claims 1 to 6, characterized in that the holder (4, 5) is designed as a ring, in which case it can be easily gripped by an infant.
8. Learning device according to one of Claims 1 to 7, characterized in that a rattle (3) is integrated in the holder (4, 5), and the rattle makes a noise when moved.
9. Learning device according to either of Claims 7 and 8, characterized in that local protrusions (6, 7), in particular protuberances and annular beads, are formed on the ring.
10. Learning device according to Claims 7 to 9, characterized in that the brush head (2) and the rattle (3) are formed at diametrically opposite locations of the ring.
11. Learning device according to one of Claims 1 to 10, characterized in that it has a flavour or scent dispenser.

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