Furniture System For Adjusting Sound Levels in Children's Rooms

Abstract

A furniture system for optimizing sound levels and acoustics in a learning environment. The system includes a plurality of pieces selected from a toy shelf, a bridge/tunnel structure, a sandwich board shelf unit, a tunnel with interior shelves, a toy box with leaning bendable posts, a bench/tunnel with combination seat, tunnel, and shelf, a listening center, a stealth chair/cave structure, stealth leaning surface/cave, a multifunctional zigzag chair, and a multipurpose chair/easel.

Claims

1. A furniture system for optimizing sound levels and acoustics in a learning environment, the system comprising a plurality of pieces selected from the group of pieces consisting of a toy shelf, a bridge/tunnel structure, a sandwich board shelf unit, a tunnel with interior shelves, a toy box with leaning bendable posts, a bench/tunnel with combination seat, tunnel, and shelf, a listening center, a stealth chair/cave structure, stealth leaning surface/cave, a multifunctional zigzag chair, and a multipurpose chair/easel.

2. The furniture system of claim 1 wherein the plurality of selected pieces includes multiple instances of a particular piece, and wherein each of a plurality of the selected plurality further comprises at least a partial outer layer of acoustical material.

3-4. (canceled)

5. The furniture system of claim 1 wherein at least one of the selected pieces comprises a multifunctional convertible zigzag chair that further comprises a multi-use play structure comprising at least three panels connected at dihedral angles A and B on either side of a middle panel, angle A being generally a right angle to the middle panel, angle B being an angle obtuse to the middle panel and on a face of the middle panel opposite to the face of the middle panel containing angle A, the play structure further comprising at least a partial layer of padded acoustical material.

6. The furniture system of claim 5 wherein all three panels are rectangles and further comprising a hard surface on a face of the play structure opposite to the play structure face on which the acoustical material is disposed.

7. The furniture system of claim 1 wherein the acoustical material is comprised of polyester fiber.

8. The furniture system of claim 7 wherein at least part of the acoustical material consists of F-Sorb polyester fiber paneling.

9. The furniture system of claim 7 wherein at least part of the acoustical material is covered with an acoustic cloth outer layer.

10. A method for optimizing sound levels and acoustics in a physical learning environment, the method comprising the step of placing into the physical environment a plurality of pieces selected from the group of pieces consisting of a toy shelf, a bridge/tunnel structure, a sandwich board shelf unit, a tunnel with interior shelves, a toy box with leaning bendable posts, a bench/tunnel with combination seat, tunnel, and shelf, a listening center, a stealth chair/cave structure, stealth leaning surface/cave, a multifunctional zigzag chair, and a multipurpose chair/easel.

Description

BRIEF DESCRIPTION OF THE DRAWINGS

[0066] FIG. 1A,B,C is a perspective schematic illustration of an aspect of the disclosed furniture system.

[0067] FIG. 2 is a perspective illustration of an aspect of the disclosed furniture system.

[0068] FIG. 3 is a perspective illustration of an aspect of the disclosed furniture system.

[0069] FIG. 4 is a perspective schematic cutaway illustration of an aspect of the disclosed furniture system.

[0070] FIG. 5 is a perspective schematic illustration of an aspect of the disclosed furniture system.

[0071] FIG. 6A,B,C is a perspective schematic illustration of an aspect of the disclosed furniture system.

[0072] FIG. 7 is a perspective illustration of an aspect of the disclosed furniture system.

[0073] FIG. 8A,B,C is a perspective schematic illustration of an aspect of the disclosed furniture system.

[0074] FIG. 9A,B,C is a perspective schematic illustration of an aspect of the disclosed furniture system.

[0075] FIG. 10 is a perspective schematic illustration of prior art.

[0076] FIG. 11 is a schematic plan view of an aspect of the disclosed furniture system.

DETAILED DESCRIPTION

Studies of Noise in Day Care Centers

[0077] Three day care centers were studied for an average of 2 hours at each center, with decibel readings taken and activities noted. The age of the children were older 3 year olds and 4 year olds, together in one class room. Each class had two instructors. In Center 1 there were 19 children in a mostly closed room, with doors open to stairs going to an upper and lower floor, and adjacent to a toddler room with open doors. In Center 2 there were 11 children in a mostly closed room, with doors open to the hall, 8 foot walls open above and a ceiling height of about 12 feet. In Center 3 there were 18 children in a totally enclosed room, with 3 small decorative fabric items hanging from the ceiling, and some other craft-type items hanging (a paper mache solar system).

[0078] At centers 1 and 3, there were 19 and 18 children in the room. At center 2, there were 11. This made a significant difference in the decibel readings. Center 2 with the fewer children had readings from 66 dBA to 86 dBA, with an average decibel reading of 78 dBA. Center 1 with 19 children had decibel readings between 70 dBA and 106 dBA, with an average of 86. Center 3 with 18 children had decibel readings between 60 102, with an average of 82. The rooms were quietest during story time with readings of around 60 and 76, varying on the voice of the reader, and the children's interaction. They were the noisiest at free time, with a play area being the lowest at 106 dBA at both centers 1 and 3.

[0079] Center 1 had tall bookshelves dividing the play centers, a few very thin rugs on the floor, curtains on 2 windows that were rolled up. The noise between in the play areas enclosed by the book shelves were about 6 to 10 dBA louder than the areas that were open, such as at the tables were children were coloring or doing art projects.

[0080] Center 2 had medium height or lower book shelves creating areas, but less of them. They were mostly lining the walls. Center 3 also had medium height to lower book shelves creating area. The room was about the same area as at center 1, but the floor plan was different, with larger play areas.

[0081] It appears that the higher book shelves had a higher decibel reading than the areas with the lower shelves, because some of the sound was allowed to escape over them, rather than being trapped by the taller shelves, The area in center 3 that had shelving with a perforated back had slightly lower decibel readings, around 4 dBA lower, than the areas with same height shelf, but with a solid, white board/magnetic backing.

[0082] The behavior of the children in center 1 was more aggressive than the other two centers, with children knocking down other's blocks, arguing over magnets and other toys, occasional children yelling, and very loud voices at all of the centers. The number of children was limited in each area, but in both the block and magnet area, children were arguing over who got to stay there and play. The teachers kept there voices calm while working with the children, although seemed to be a bit agitated by the end of the morning. The general atmosphere of the room was cluttered and the play areas felt enclosed. You could constantly hear a drone-like sound of toddler activity in the adjacent rooms. There was also low, but nearly constant sound of foot steps from the floor above, at times loud stomping.

[0083] The behavior of the children in centers 2 and 3 was much more easygoing. There was very little arguing between the children, they seemed calm for the most part, except the occasional excitement of accomplishing a floor puzzle or knocking down of a block building. The atmosphere at both of these rooms was more open, and less cluttered, with ample room for the children at all of the centers, except the block area. The teachers in these two centers remained calm and showed no signs of fatigue or agitation by the end of the morning.

[0084] Turning now to the drawings, the disclosed devices are described by reference to the numerals of the drawing figures wherein like numbers indicate like parts.

[0085] FIG. 1A,B,C shows a toy shelf. The flat, angled back of peg board backing allows some incident sound to deflect at an upward angle, with other sound passes through and dissipates among the bins on the shelves. The back can be constructed of various materials. Sides are fabric covered Micor or the like for sound absorption, and also double as bulletin boards. Curved side tops are believed to disperse sound. Angle back bins with perforated fronts and backs are made to fit the toy shelf. The angled back bins make the best use of space on the angled back toy shelf. The perforations in the bins are believed to allow noise in the area to flow through the bins. Some noise is trapped inside, bouncing around and dissipating within the contents of the bin. Some noise flows through and out the back of the bin. The bins can be manufactured using wood, various colors of recycled plastic or acrylic. Sizes will vary depending on the shelving unit ordered.

[0086] Shelf unit 100 has a plurality of horizontal shelves 102, a generally flat shelf backing 104 and a plurality of bins 110, each with front side 114 and back side 112. Shelf backing 104 and the bin back side 112 are angled forward at an angle A that is acute to the shelves. The acute angles of the shelf backing and the bin back sides are advantageously the same angle, but small variations in angles can be made to serve as well. The bins are slidably engageable upon the shelves, and the shelf backing and the bin front and back sides advantageously have a plurality of perforations 116. The shelf unit has at least two shelf unit sides 120, the sides desirably have curved side tops 122. The sides are advantageously covered at least partially to acoustic fabric 130, or a combination of sound absorbing material and acoustic fabric.

[0087] FIG. 2 shows a bridge/tunnel structure. The arch structure is desirably made of bent wood with a fiberglass overlay, but other conventional construction materials may be made to serve as well. The arch is desirably padded outside with 2 inches of foam, and inside with 1 inch of foam. Acoustic fabric covering is desirably perforated vinyl.

[0088] A multi-use play structure 200 has an arch piece 210 having an inside 211 and an outside 212. The arch piece has acoustic fabric covered padding or insulation 221 and 222 on both the inside and the outside respectively. Arrows 214 indicate the variety of directions in which sound is believed to be reflected by the structure. The play structure advantageously also has a floor piece 230 interengaged with the arch piece.

[0089] FIG. 3 shows a fish shaped book shelf. The wood structure is desirably covered at least partially in F-Sorb acoustic material with a fabric covering. The two shelf backings are slanted to direct the unabsorbed sound at an angle toward the ceiling. The center can be used as a tunnel.

[0090] Shelf unit 300 has two shelf backing pieces 310 joined at an angle along a top portion of each piece and a plurality of shelves 320 attached to each backing piece. The backing pieces are covered at least partially by acoustic fabric 330. The two shelf backing pieces desirably have non-rectangular shapes.

[0091] FIG. 4 is a cutaway view of a tunnel with interior toy shelf. The tunnel ends are structural with at least partial acoustical covering, and the tunnel sides are non-weight-bearing acoustical material. In one embodiment one of the interior sides has 2 shelves and the other side has a very low bench for sitting or playing on. The shelves advantageously rest on support beams that hold the two structural ends together. The top is desirably left open to allow for noise inside to escape, and so caregivers can monitor activity inside. The tunnel shape is curved (it is believed) to best diffuse classroom noise that is not absorbed.

[0092] A multi-use play structure 400 has two generally vertically arranged end pieces 410. A lower portion 415 of each end piece has an opening 414. The end pieces are operatively structured with at least one generally horizontal member 420 between them. There is at least one shelf 430 situated between the two end pieces and an acoustical covering material 440 is engaged along at least a portion of the respective edges 412 of both end pieces to at least partially enclose the play structure. The multi-use play structure has acoustical covering 450 on at least a portion of both ends, and the profiles of the end pieces contain curves 460. In some embodiments one of the shelves is structured as a low bench 432; in other embodiments, the bench is present independently of the number of shelves present. The acoustical covering material that is engaged along at least a portion of the respective edges of both end pieces desirably does not cover at least a portion of the top of the play structure, which is thereby left open, as discussed above.

[0093] FIG. 5 shows a leaning post play structure. Angled oval beams desirably reaching 5 to 6 feet high provide surfaces for children to lean while listening, resting, reading and playing. The toy box lid doubles as a seating surface, play surface, or writing surface. When open or removed, the under part of the lid is padded so it can be used as a comfortable lap table. The beams are padded with sound absorbing material, while the angle and shape are believed to help divert noise. The toy box is desirably round. The platform surface is advantageously covered with washable rubber flooring. At least one of the leaning posts is also a bendable sculpture. The bottom of the post is structural and fixed in place. The top is bendable to be repositioned by the user. The lower area is padded, the top bendable portion has a tackable surface on one beam, a mesh surface on the other.

[0094] A multi-use play structure 500 includes a container 520 and a plurality of leaning posts 530 all engaged upon a base 510. At least one post is padded with sound absorbing material 540. As part of the container a lid 524 that is padded on an underside 522 is provided. At least one of the posts is oval in cross-section. An upper portion of at least one post is a user bendable region 534.

[0095] FIG. 6A,B,C shows a combination of seat, tunnel, shelf or drawing surface with a shelf/low table area. A multi-use play structure 600 has a generally arch shaped main member 610. The arch shape is advantageously irregularly shaped and surfaced to maximize sound defection. Beneath the arch of main member 610, children are free to move from one side to the other. One side of the main arch or tunnel is integrated with a generally flat surface 620 that can serve as a bench, or a table for children on the outside of the play structure. The other side of the main member 610 is integrated with a much smaller arch or tunnel shape 630 which can also be crawled through if made safely large enough, and or it can be used for minor climbing and or sitting by children outside the play structure. The main member has two openings 611, 612 and an axis 613 running generally between the two openings. An axis between the two openings of the smaller tunnel is desirably and generally perpendicular to the axis between the two openings in the main member, but angular variations can be made to serve as well. The play structure has at least a partial acoustical covering material 640.

[0096] FIG. 7 is a listening center. The inside of the diamond is desirably hard surfaced, so a child sitting inside can listen to music or stories. There is an optional speaker located in the top. The outer shell is covered with acoustical polyester such as F-Sorb to absorb classroom noise. The outer upper portion of the enter diamond shape reflects sound that is not absorbed at an upward angle. The interior reflects sound generally toward the listener. The bottom part of the diamond is a supporting area and can be used as storage or more cave like seating for smaller children. The upper diamond can seat two children.

[0097] A multi-use play structure 700 has four sides 701-704 in a generally rhomboid shape, the four sides connected respectively at an upper edge 711, a lower edge 712 and two middle edges 713, 714. The four sided structure formed thereby has a lower portion 720, the bottom of which is the lower edge 712. There is a generally horizontal shelf 730 across two sides 703, 704 in the lower portion 720 of the rhomboid and there is at least one leg 740 depending from each of the middle edges. There is desirably a base 750, the base interengaged with the lower edge 712 and with the at least one leg 740 from each of the middle edges. In one embodiment, the rhomboid shape is a diamond shape. There is an optional speaker 760 located in an upper portion of the play structure. The play structure has at least a partial outer shell 770 of acoustical material.

[0098] FIG. 8A,B,C shows a stealth chair/cave structure that may advantageously be made of aluminum, wood, plastic or fiberglass, and with or without padding. A generally three-sided open multi-use play structure 800 has two side panels 801, 802 and a rear panel 803. The two side panels are connected along respective upper edges 804 thereof. Rear face 805 of the rear panel is desirably disposed at an obtuse angle A to the horizontal so that a child can lean back on it. The play structure has at least a partial outer shell of acoustical material 820. The rear panel has three edges and is desirably connected along respective upper two edges to respective rear edges of the two side panels. The play structure optionally has a base 830.

[0099] In one embodiment of the play structure, the two sides further have respective dihedral panels 806, 807 to form a different kind of flair in the opening of the structure. These dihedrals are believed to advantageously alter sound reflective and absorptive properties of the structure.

[0100] In another embodiment the play structure's two sides are non-rectangular in shape. Further, the play structure with non-rectangular sides has curved front edges 808, 809, and the play structure thereby has a front-facing beak-like projection 810 at the front of the upper edges of the two side panels, the better (it is believed) to vary kinds of play, and to disperse and absorb sound.

[0101] FIG. 9A,B,C shows a convertible and multifunctional zigzag chair, that may advantageously be made of aluminum, wood, plastic or fiberglass, and with or without padding. Multi-use convertible play structure 900 has at least three panels 901, 902, 903 connected at dihedral angles A and B on either side of a middle panel 902, angle A being generally a right angle to the middle panel, angle B being an angle obtuse to the middle panel and on a face 906 of the middle panel opposite to the face 904 of the middle panel containing angle A.

[0102] The structure is convertible to many different configurations and uses, as illustrated. For example, and not by way of limitation, it can be an easel in the upright configuration, and various kinds of chairs or lounges in other configurations. All three panels are advantageously rectangles but other shapes for the end panels can also be made to serve. There is advantageously a hard surface 930 on a face of the play structure opposite to the play structure face on which a layer of padded acoustical material 920 is disposed. Arrows 914 indicate the variety of directions in which sound is believed to be reflected by the structure.

[0103] FIG. 10 illustrates a conventional day care or child learning center layout. There are numerous hard-surface shelving units, arranged as play or learning areas, along with a few tables and an easel for drawing. As discussed above, the noise levels inside these areas are actually higher than in the same room at adult hearing level (above 5 feet).

[0104] FIG. 11 is a schematic plan view of one aspect of the disclosed furniture system for adjusting sound levels in children's rooms. Furniture system 10 is arrayed in a room of generally comparable size to that shown in FIG. 10. In the room are conventional tables 20 and mats 30. However, the remainder of the furnishings in system 10 are desirably selected from among the following disclosed furniture units (described in more specific detail above, each under their own figure number): toy shelf 100, a bridge/tunnel structure 200, a sandwich board shelf unit 300, a tunnel with interior shelves 400, a toy box with leaning bendable posts 500, a bench/tunnel with combination seat, tunnel, and shelf 600, a listening center 700, a stealth chair/cave structure or stealth leaning surface/cave 800, and a convertible and multifunctional zigzag chair or multipurpose chair/easel 900.

[0105] Embodiments of the disclosed furniture system 10 have at least one of the listed furniture units above, and desirably some of each, or at least a plurality from among the listed furniture units, which plurality may advantageously be made up of multiple units of the same type, and or a mixture of the listed unit types. Again, any or all of the unit types selected for system 10 desirably have at least a partial acoustic covering and, where feasible, a full covering. Acoustic covering are desirably selected from the full range of conventional acoustic coverings, including but not limited to, conventional acoustic cloth or other material, acoustic padding and or insulation and or baffling material, and any other sound absorptive and or disruptive material now known or later developed.

[0106] Wherever used throughout the disclosure and claims, the term generally has the meaning of approximately or closely or within the vicinity or range of. The term generally as used herein is not intended as a vague or imprecise expansion on the term it is selected to modify, but rather as a clarification and potential stop gap directed at those who wish to otherwise practice the appended claims, but seek to avoid them by insignificant, or immaterial or small variations. All such insignificant, or immaterial or small variations are intended to be covered as part of the appended claims by use of the term generally.

[0107] In compliance with the statute, the invention has been described in language more or less specific as to structural featares. It is to be understood, however, that the invention is not limited to the specific features shown, since the means and construction shown comprise preferred forms of putting the invention into effect. The invention is, therefore, claimed in any of its forms or modifications within the legitimate and valid scope of the appended claims, appropriately interpreted in accordance with the doctrine of equivalents.