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EP-4739410-A1 - APPARATUSES FOR MAKING 3D STICKERS, 3D CARDS, JEWELRY AND BUTTONS

EP4739410A1EP 4739410 A1EP4739410 A1EP 4739410A1EP-4739410-A1

Abstract

Kids can create a new dimension of fun with 3D stickers using a 3D sticker maker. The 3D stickers can be personalized with sprinkles, glitter, and gem mix-ins! The 3D stickers can be used to decorate notebooks, journals, and cards. The 3D stickers can be shared with friends. Kits incorporating the 3D sticker maker can further include thirty (30) sticker blisters, thirty (30) sticker backgrounds, thirty (30) double-sided sticker adhesives, one (1) sprinkle packet, two (2) glitter packets, two hundred and fifty gems (250) gems, and instructions for using the 3D sticker maker and other components included in the kit.

Inventors

  • OSNATO, JEFFREY

Assignees

  • WeCool Toys Inc.

Dates

Publication Date
20260513
Application Date
20240703

Claims (20)

  1. 1. A kit comprising: a 3D sticker maker or a 3D card maker; sticker blisters; sticker backgrounds; double-sided sticker adhesives; a packet selected from the group consisting of: a sprinkle packet and a glitter packet; gems.
  2. 2. The kit of claim 1, wherein there are at least thirty sticker blisters.
  3. 3. The kit of any one of claims 1-2, wherein there are at least thirty sticker backgrounds.
  4. 4. The kit of any one of claims 1-3, wherein there are at least thirty double-sided sticker adhesives.
  5. 5. The kit of any one of claims 1-4, wherein the packet comprises one sprinkle packet and two glitter packets.
  6. 6. The kit of any one of claims 1-5 wherein there are two hundred fifty gems.
  7. 7. The kit of any one of claims 1-6 further comprising instructions for using the 3D sticker maker.
  8. 8. A 3D sticker maker comprising: a top portion hingedly connected to a bottom portion; a mechanically actuated button that passes through the top portion and can be pressed at an elevation above a top surface of the top portion; support structure(s) that allow for components of a 3D sticker to be assembled within the 3D sticker maker; and an output in the bottom portion through which transports 3D stickers that are created as a result of pressing the mechanically actuated button from within the 3D sticker maker to outside the 3D sticker maker.
  9. 9. The 3D sticker maker of claim 8 further comprising: a base with a bottom wall that allows the 3D sticker to stand upright when laid flat on a flat surface.
  10. 10. The 3D sticker maker of any one of claims 8-9, wherein the components are selected from the group consisting of: a sticker blister; a sticker background; a double-sided sticker adhesive; a sprinkle packet; a glitter packet; a gel; a foil; and a gem.
  11. 11. A system for making a 3D card (400) comprising: a 3D card maker (200); a card holder (300); foldable cards (302, 304, 308) comprising a blister hole (310); a blister background (312) comprising distinct sides (314, 316); and a blister (318) that can fit into the blister hole (310).
  12. 12. The system of claim 11, further comprising a packet selected from the group consisting of: a sprinkle packet and a glitter packet.
  13. 13. The system of any one of claims 11-12, further comprising gems.
  14. 14. The system of any one of claims 11-13, wherein the blister background (312) comprises a first color scheme (600).
  15. 15. The system of any one of claims 11-14, wherein the inside of the 3D foldable cards comprises a second color scheme (700A).
  16. 16. The system of any one of claims 11-15, wherein the outside of the 3D foldable cards comprises a third color scheme (700B).
  17. 17. The system of any one of claims 11-16, wherein the card holder (300) comprises holes (306) at each corner.
  18. 18. The system of any one of claims 11-17, further comprising instructions for using the 3D card maker.
  19. 19. The system of any one of claims 11-18, wherein the 3D card maker (200) comprises: a top portion (210) hingedly connected to a bottom portion (220); a mechanically actuated button (240) that passes through the top portion (210) and can be pressed at an elevation above a top surface of the top portion (210); support structure(s) (260, 270) that allow for components of the 3D card (400) to be assembled within the 3D card maker (200); and an output (228) in the bottom portion through which transports 3D cards (400) that are created as a result of pressing the mechanically actuated button (240) from within the 3D card maker (200) to outside the 3D card maker (200).
  20. 20. The system of any one of claims 11-18, wherein the 3D card maker (200) further comprises a base (230) with a bottom wall (238) that allows the 3D card to stand upright when laid flat on a flat surface.

Description

TITLE: APPARATUSES FOR MAKING 3D STICKERS, 3D CARDS, JEWELRY AND BUTTONS TECHNICAL FIELD [0001] The present invention relates generally to an apparatus for making 3D stickers, 3D cards, jewelry, and buttons. BACKGROUND [0002] The background description provided herein gives context for the present disclosure. Work of the presently named inventors, as well as aspects of the description that may not otherwise qualify as prior art at the time of filing, are neither expressly nor impliedly admitted as prior art. [0003] Children love toys, games, and activities. For children, toys, games, and activities are more than just fun. Most provide at least some opportunity for children to learn. The best toys engage the senses and spark imaginations. The best activities encourage children to interact with others and teach teamwork. [0004] From a very early age, children are eager to learn more about the world around them. Every new shape, color, texture, taste, and sound presents an opportunity to learn more. Parents quickly identify giving their children toys that are safe and stimulating will help their children discover their senses. Rattles and toys that make music are favorites of infants. Toys with contrasting colors are fascinating to babies and stimulate their developing vision. As they grow, infants can use toys to explore object permanence and cause and effect relationships. They also need objects such as blocks to help them build motor skills and hand-eye coordination. [0005] Toddlers can play with a wider variety of toys than infants. Toddlers may still enjoy some of the toys they played with as babies, however they also need that are designed with their increased capability to learn in mind. Even the same blocks they played with previously can provide them with new and different educational opportunities as their knowledge expands. Shape sorters are great for toddlers. They teach them how to match similar items and provide parents the opportunity to teach them the names of the shapes. Lego® blocks, for example, provide an opportunity to learn more about colors and symmetry developing a child’s motor skills. [0006] When children reach schooling age, parents and teachers shift their focus from helping children discover their senses to developing a child’s aptitude for lingual (e.g., written and spoken), numeric, memorial, and social skills. There are a lot of toys that encourage this type of learning, from simple alphabet puzzles to high-tech electronic gadgets. These toys help give children a head start by introducing them to the things they will be learning in school. Kids who are in school can supplement their learning with recreational and educational toys. Giving children the opportunity to have fun while practicing the things they are learning in school will increase their retention of those things. [0007] Children often make an emotional connection with their toys. Not surprisingly, the value a child assigns to any given collection is not monetary but sentimental. Thus, some connections are stronger than others. The collections allow children to relive previous experiences and connect themselves to a period or to a time they feel strongly about. This in effect helps ease insecurity and anxiety and allows the past to continue to exist in the present. [0008] It is often a challenge for creators of games and activities to gamer the attention of a child while still creating a strong emotional connection thereto. Often times, solutions in the art rely solely on the use of screen-time. Think video games, phone apps, and the like. It is however known children who spend too much time with screen-time activities score lower on language and thinking tests, and in extreme cases, screen-time can cause thinning of the brain’s cortex, the area of the brain related to critical thinking and reasoning. It is thus essential that children remain engaged in outdoor activities, such as playing with toys to foster imagination and creativity, exploring, and playing with other children to develop appropriate social skills. [0009] Thus, there exists a need in the art for more toys which gamer the attention of a child while still creating a strong emotional connection thereto, without having to resort to increasing screen time. SUMMARY [0010] The following objects, features, advantages, aspects, and/or embodiments, are not exhaustive and do not limit the overall disclosure. No single embodiment need provide each and every object, feature, or advantage. Any of the objects, features, advantages, aspects, and/or embodiments disclosed herein can be integrated with one another, either in full or in part. [0011] It is a primary object, feature, and/or advantage of the present disclosure to improve on or overcome the deficiencies in the art. [0012] It is a further object, feature, and/or advantage of the present disclosure to provide children with the ability to make customizable 3D stickers and cards. [0013] It is still yet a furth