UNOPAR

DISTANCE EDUCATION SYSTEM

Bachelor's Degree in Education

STUDENT NAME

THE RELEVANCE OF THE TOY LIBRARY IN EDUCATION

INFANTILE?

City
2023
 STUDENT NAME

THE RELEVANCE OF THE TOY LIBRARY IN EDUCATION

INFANTIL?

Educational Project presented to [insert name]

from the university], as a partial requirement for
conclusion of the [insert name of the Course] Course.

Supervising teacher: Prof. [Insert tutor's name]

the distance

City
2023
 INTRODUCTION

It is not new that playful activities (games, toys, and play) make
part of human life. According to Silva Júnior (2005, p. 23) 'the child is already born
"with the need to play." Since the most primitive times, men have painted,
they danced and sang to express themselves. And this action, even if unintentional,
contributed to development. According to Gianino (2001, p. 10) these activities "do not
were specific not only to ensure the survival of the group, but also as
leisure and entertainment.
It is correct to say that by playing, the child has fun, creates and recreates, and interacts.
with the world in which he lives. From this point of view, the playful is essential in the process

educational for children, as it contributes to their development in motor aspects,

physical, psychological. Therefore, it is a duty to ensure children their rights and, at the same time

time, ensuring a more meaningful and enjoyable education for the child, making it
school space an environment where playing and learning are part of the same context
(GIANINO, 2001).
According to Law 9394/96, which lays down the Law of Guidelines and Bases of Education
National - LDB Early Childhood Education aims at the formation and development
child's psychomotor (BRAZIL, 1996).
Early childhood education reflects the child's first contact with a different world
familiar. It is the moment when she will relate her acquired experiences with the
that she will also be able to acquire. "Therefore, I think it is extremely important to give us
it is about how the changes that occur with children throughout childhood are
very important and that some of them will never happen again” (KAERCHER, 2001, p. 21).
The realization of this work is justified because it deals with a theme in
voga, and despite its relevance in development, nowadays, many children
they do not have much freedom to play, whether in the streets, squares, or due to lack of
space and safety, for this reason, many parents and family members choose toys
industrialized, full of innovation and technology, and, often, they do all the
I work alone, leaving the child as a mere spectator. "Consumption, isolation
and the lack of spaces, among other things, have shown that play has been suffering
transformations and in some places even disappearing" (CARNEIRO, 2012, p. 2).
Therefore, this work aims to discuss the playroom in
context of early childhood education. The motivation for this investigation is the contribution to

understanding and awareness that the maintenance of this space in the environment
Schooling is essential for the development of children, as it is through
of toys, games, and play, that she has the opportunity to reason,
to discover, to learn, to deal easily with the countless situations or with the
problems encountered in your daily life. Thus, this study aims to
identify the benefits that a playroom can offer for development
of the child. Methodologically, the study is configured as bibliographic research.
THEME

When one thinks of a child, the first thing that is associated with them is the
play and the act of playing, which for a long time has been reduced to a simple
hobby, with no significant consequence on the growth of this child and without
no cognitive, didactic or psychological value.
However, several studies have shown the opposite. Specialists on the subject
it has been proven that playing has a huge influence on the development of a
child. And currently, the importance of playful activities is undeniable in
development of the little ones.
Through play, the child explores and reflects on reality and
the culture in which one lives. The experimentation of different social roles - the role of
mother, father, firefighter, superman and princess - through make-believe allows a
child to understand the role of the adult and learn to behave as such,
constituting a preparation for entering the adult world. This is how
the child knows the world and begins to know themselves.
Furthermore, it is the playful activities that provide the child with
opportunity to simulate situations and conflicts in your social life, both inside and outside of

family. Playing is a safe way for the child to act out their fears
and your anxieties and try to overcome them.

The games, in which winning and losing are implicit, allow for the
children begin to work on their frustration tolerance. Learning to deal with this
feeling is essential for your emotional stability and for development
of personality. Now, group play favors the development of
skills such as cooperation, leadership, and competition, also fundamental in
adult world. In this sense, the socialization of the child also amplifies the notion
of respect for others and for oneself, as well as one's self-image and self-esteem.

Another crucial aspect of play is the development of reasoning and

creativity. As play and activities bring new language and
they demand new skills, they help the child to think and create new solutions.
JUSTIFICATION

The importance of play in a child's development has been discussed for some time now.
it is through this interaction with the toy that she learns to develop
your skills confronting the reality lived. Both in schools, at home
or in the spaces designated for leisure moments, one can perceive how the
children look for places to play, always searching for locations that
should be geared towards their age group and interests.
Starting from the principle that the child is a being who has the capacity to
think, feel, relate, learn and live according to your nature as a child, this
the research addresses the importance of the playroom space in early childhood education.
It is known that the appropriate space for these moments of play and
consequently learning is called Brinquedoteca. Therefore the
the playroom gains a status of great relevance, as it is an environment where the
children can experience occasions in their everyday life and create, idealize and
develop your own concept of yourself, moral values, and socialization
before your peers.
The playroom is a space for children to play. It is not necessary
add more objects, it is necessary to value the action of the child who plays, it is necessary to
transcribe the visible and allow the seriousness of the phenomenon” (SANTOS, 1997, p. 21).
In educational institutions, one can observe an interaction of children in
playroom, a space created for a moment to interact, in this place the beginning takes place
the changes mentioned above by Kaercher (2001, p. 103), 'the child expresses themselves through'

is a playful act and it is through this act that childhood carries with it the games. They
perpetual and renewing from children's culture, developing forms of social coexistence,
modifying itself and receiving new content [...]. Having a space that is
appropriate for moments of play and interaction, the child will be able to explore
all your experiences by donating them and also acquiring them through socialization
that she will have with the others.

PARTICIPANTS

The main objective of toy libraries is to enable mental development.

psychological, social, and physical development of the child through play. It is in them that are
developed games and activities that stimulate logical reasoning, the
motor coordination and the creativity of children.
The creation of the playroom was a historical milestone in child development.
It resulted in an achievement for society and, especially, for the child who,
thus, learn in a more harmonious and pleasurable way.
In schools and daycare centers, teachers and other education professionals
they use the space for educational purposes, providing interaction between the
students and improving motor coordination and logical reasoning in a space
more relaxed than the classroom.
Therefore, the aim is to analyze the importance of the Toy Library in the years
initials of early childhood education.

OBJECTIVES
The teaching project is centered on the relevance of the Toy Library in
Early Childhood Education. Our line of research has aligned with authors who
they embraced the perspective of the influence of play, the playful, in the relationship

teacher-student in the context of school learning and life learning

as a whole.
One of the primary objectives of this project is to identify the benefits that a
A toy library can offer for the development of the child.
PROBLEMATIZATION

The existence of a toy library is closely related to the importance of

act of playing in childhood. The toy library is based on the awareness of the role
fundamental that play, in all its forms, exerts in development
the potentials of the child in the physical, psychological, emotional, intellectual levels,
social and cultural. Play is the center of childhood and, as Schiller writes (cited in
Man is only complete when he plays.
The urban context points to a growing lack of opportunities for
play. The fundamental action of the Toy Library is to bring back play into people's lives
children, ensuring adequate spaces for children to benefit from the
emotional, intellectual, and cultural benefits of recreational activities
providing, contributing to the awakening of creativity and, consequently,
of consciousness and citizenship. According to Adriana Friedmann (1992, p.30):

The playroom is a privileged space that brings together the possibility and the
potential to develop playful characteristics. Today, it is one of the
more interesting paths that can be offered to children of
any age and socio-economic status. The intention is to rescue, in life
of these children, the fundamental space of play, which comes
progressively losing and compromising in a worrying way the
child development as a whole.

The work developed by the Toy Library helps to prevent risk.

social support for children and adolescents, reducing their social vulnerability through
preventive actions aimed at socialization, strengthening self-esteem,
family integration, the capacity for expression and social intervention.

THEORETICAL REFERENCE

Importance of play in early childhood education

It is in early childhood education that the rudimentary contact with the routine of a

school, in this space children will develop socially, cognitively and

with other people who make up the school environment and will share their
knowledge among themselves. One of the ways to provide learning in
early childhood education and through play using toys as an aid.
Regardless of the time they lived in, children have always played.
the present is no different and neither will the future be. Play is an activity done
with pleasure, children play because they like to and not because they are forced to
someone. Playing, the child builds their learning by playing and how to play.
it is an atmosphere characteristic of childhood, it is appropriate that she discovers in the game the

adequate motivation for learning.

"Since the beginnings of Greco-Roman education, based on the ideas of "
Plato and Aristotle used toys in education. Associating the idea of
The study of pleasure, Plato suggested, is, first, itself, a form of play.
(WAJSKOP, p. 25, 2012).
While playing, children are happy to engage in an activity that provides them
pleasure, but why when in his experience, directly and reflectively, people
go beyond their symbolic representation of life. "Play is a way to escape
from the real world to discover other worlds, to project oneself into a universe
nonexistent (KISHIMOTO, 2001, p. 68)
In this way, it is understood that play provides an environment of
learning where the child acts beyond their behavior in their daily life and with the
children of the same age. In play, she acts as if she were older than she is.
In reality, symbolically performing what one will later do in real life. To
play builds rules imposed by the imagined situation, it is able to create situations,
experiment with different social roles, generalized social functions, starting from the
observation of the surrounding world (BASEI; MATTE, 2010, p.15).
The professional working in the preschool must provide the children
situations that favor a complete development. Situations in which the
the child is the agent who will execute and resolve the action it is up to this professional

to provide pleasurable and conflicting situations, so that the child develops notions
of space and possibilities for problem solving.

The theoretical perspective of socio-interactionism emphasizes the role of the adult.

in the face of child development, it is up to it to provide experiences
diverse and enriching, so that children can strengthen
your self-esteem and develop your abilities (KAERCHER, p. 31, 2001).

Upon entering early childhood education institutions, the child encounters

new challenges, people who are not part of your routine, which justifies the
importance of play and games for adapting to the new environment.
play and games should be present in school.
 Santos (1997, p. 15) emphasizes that "playing is the most perfect way to
to understand the child and stimulate what she needs to learn and develop." Furthermore,
in the same sense, Freitas (2001, p. 12) states that "in pedagogical practice, the game
help in the child's learning, enabling the educator to make their classes
more rich and pleasurable.” The game and the toy are instruments
fundamentals of pedagogical action. They create for the child the necessary link between
the imaginary and the real. The child, through play and symbolic systems,
brings to the real world.
According to Wajskop (2012, p. 31), "[...] play is a human activity
in which children are introduced, becoming a way to assimilate and
recreate the sociocultural experience of adults.
It can be highlighted that this first contact mediated by the toy helps and
promotes the closeness between the adult and the child, ensuring that the insertion of
child in the environment, as mentioned above by the authors, may be influenced by
space, toys, and play, as these are means to intervene to make
this initiation is more enjoyable and effective. It is through play that the child
develops respect for rules, respect for others, develops your affection,
learn to wait your turn to speak and to listen to the other.
When the student is not in an environment that provides them with
motivation, which does not explore creativity, leads the child to withdraw and not
developing their skills. When playing, the child feels free, without pressures,
she is open to imagining, fantasizing, feels more confident, does not get tired.
Oliveira (2000, p. 19) states that:

Playing, being a free activity that does not inhibit fantasy, encourages the
strengthening the child's autonomy and contributes to the prevention of formation and
up to breaking down defensive structures. While playing that she is the doll's mother,
for example, the girl not only imitates but also identifies with the figure
motherly, but truly lives intensely the situation of being able to bear children,
and to be a good, strong, and reliable mother.

The professional should set goals that benefit this entire range of
learning, and should propose that children, while playing in the toy library,
explore all these possibilities through play, always providing
pleasure and fun.
 Early childhood education schools need to ensure that children can
play daily. In this perspective, the teacher plays a fundamental role
in institutions when interacting through playful actions or communicating through
from a symbolic language, being available to play.
In addition to interactions, the offering and use and exploration of toys also
contribute to this learning through play. Children need time,
space, company and material to play. The more they see, hear or
they experiment, the more they learn and assimilate, the more real elements
the more you make use of your experiences, the more considerable and productive it will be

activity of your imagination (BASEI; MATTE, 2010, p. 23).

The educator needs to have ethical training and competence, in addition to mastery of

concepts and skills necessary to work with children. It is important that

this professional should be a researcher, who evaluates the various ways of
learning and knows how to make the most of the richness of the experiences lived in their

group, must know how to deal with their emotions, desires and imagination, to try
discover how a child's learning occurs in the environment that surrounds them. '[...]
The role of the teacher in this process is fundamental. It is he who creates spaces,
provides materials and participates in the games, that is, mediates the construction of
knowledge (BASEI; MATTE, 2010, p. 22)

The origin of the toy library

Toy libraries are spaces that bring together games, toys, books, and comics.
which can be used by any child and often even adults.
The first idea of a toy library emerged in Los Angeles in 1934, with the
objective of solving the problem of a toy store. that was being
stolen by children from a nearby public school. The solution was to create a
toy loan service for the entire community.
The plan worked so well that, in the 1960s, it spread to Europe. In
In 1963, Sweden brought its first 'Play Library', and in 1967, in England, it emerged
as 'Toy Libraries'.
In Brazil, the idea was initially brought by APAE (Association of Parents and Guardians)
Friends of the Exceptional). In 1973, the organization established its toy library, with
the toy and educational materials loan system. And in 1981, they were
inserted other activities, providing learning, meeting, and socialization.
Currently, toy libraries are scattered around. They started in
educational spaces went to medical and rehabilitation centers and,
finally, they arrived in residential areas, becoming a meeting point for
children from the neighborhood or from the condominiums that have this
infrastructure.

Organization of the toy library

The purpose of the playroom is to stimulate the child through play.

offering various toys and games that promote interest and
attention of the child in an organized way and that is available to everyone.

Activities in the playroom can take place in a directed manner.

or even spontaneous. The teacher, besides organizing the space, must be
the facilitator of games and play. Toys can be
defined in two ways: either in relation to the game or in relation
to a social representation. In the first case, the toy is that which is
used as support in a game; it can be a manufactured object,
an object made by the one who plays, a scrap, ephemeral, that only
value the time for play, an adapted object. Everything, in this
meaning, it can become a toy and the playful sense is only given to it by
the one who plays while the game lasts (BROUGÈRE, 1995, p.
62-63).

Toy libraries should reflect the social and cultural profile of the community.
in which it is part, in order to offer a more humanized learning experience. They
can be organized and structured in different places, which can be
modified and adjusted according to the needs of the environment and age group
of the children who will use the place.

It is a space designed to encourage the child to play, enabling the

access to a wide variety of toys, within an environment
especially playful. It is a place where everything invites to explore, to feel, to
to experiment. When a child enters the playroom, they should be touched
for the expressiveness of the decoration, because joy, affection, and magic
They must be tangible. If the atmosphere is not enchanting, it will not be a
playroom. A room full of shelves with toys can be cold,
what some libraries are like. Being an environment to stimulate the
creativity, must be prepared creatively, with spaces that
encourage pretend play, dramatization, construction,
problem solving, socialization and the desire to invent: a
dressing room with costumes and makeup, the little animals, building games, location
for the puzzles and the games (CUNHA, 2010, p. 36-37).
 They can be found industrial or handmade toys,
materials for painting, among others. Velasco says that:

They can be simple toys, or even rudimentary compared to some.

standards imposed by society, but it is they, with their originality
creativity that evokes the best memories of each one's childhood,
they recover the true meaning of play, preserving values and traditions
from the culture of a people (VELASCO, 1996, p. 51).

The collection of the toy library should promote the development of

child's abilities, so that she can develop her communication,
socially interacting, valuing your culture, these moments should be
provided by a toy provider or responsible person that allows the child to
explore the space in which it is located.
Finally, it is concluded that the playroom is a conducive and designated environment.

to the playful. Its existence is important in the school context, since it is

knowledge that not all children have access to toys and
games in family gatherings. Considering that games, play and toys
are part of the child's life and are tools of important value in
biopsychosocial development of children, making this their greatest accomplice
to sharpen and instigate imagination, creativity, among other benefits that the
playful resources provide them (SANTOS, 2000).

METHODOLOGY

The presence of the toy library in the lives of children today plays a role
fundamental as it provides children with learning, the
acquisition of knowledge and development of skills in a
natural and pleasant. As Cunha (2010) says.

It is a space where children... go to play freely, with all the

encouragement of the expression of playful potentials and needs.
Many toys, various games, and different materials that allow
expression of creativity...". (CUNHA, 2010, p.15)

Providing children with spaces where they can play at school is not
take away the opportunity for them to be studying, but rather give them a moment
in which they can experience the pleasure of being in contact with playfulness,
learning and having fun at the same time
 It will be developed by responsible professionals in the educational field and
other volunteers. To this end, various work strategies will be used,
promotion of playful activities through pedagogical games, fun activities
popular, various toys, reading children's storybooks, the production of
your own toys, informing the community about the existence of the Toy Library.
The users will be children aged between one and five years.
of age, selected by the school's pedagogical coordination that will analyze the
the need for each student (boy/girl) / parent (mother/father) to bring the child (boy/girl) to the Toy Library. And

all activities carried out by children to observe their development

in addition to readings to promote a theoretical foundation regarding this work,
will be recorded in activity logs.
Engage in games with the children such as: musical chairs, playful activities of
make-believe, puppet theater, games with clown costumes, magician
ballerina, etc., ring games, ball games, jump rope, tag, hide and seek;
games like: puzzle, memory game, target shooting, pick-up sticks, battleship,
soccer, tic-tac-toe, bowling, pick-up sticks, fitting, play with modeling clay
domino, building game, quiz game; reading children's books,
making toys and objects with recyclable material, making a Christmas tree
made of cardboard and fabric, construction of a Christmas nativity scene, free painting and with drawings

ready.

SCHEDULE

RESOURCES

Human Resources:

Education professionals,

Interns, assistants, and volunteers.

THEME

When one thinks of a child, the first thing that is associated with them is the
play and the act of playing, which for a long time has been reduced to a simple
hobby, with no significant consequence on the growth of this child and without
no cognitive, didactic or psychological value.
However, several studies have shown the opposite. Specialists on the subject
it has been proven that playing has a huge influence on the development of a
child. And currently, the importance of playful activities is undeniable in
development of the little ones.
Through play, the child explores and reflects on reality and
the culture in which one lives. The experimentation of different social roles - the role of
mother, father, firefighter, superman and princess - through make-believe allows a
child to understand the role of the adult and learn to behave as such,
constituting a preparation for entering the adult world. This is how
the child knows the world and begins to know themselves.
Furthermore, it is the playful activities that provide the child with
opportunity to simulate situations and conflicts in your social life, both inside and outside of

family. Playing is a safe way for the child to act out their fears
and your anxieties and try to overcome them.

The games, in which winning and losing are implicit, allow for the
children begin to work on their frustration tolerance. Learning to deal with this
feeling is essential for your emotional stability and for development
of personality. Now, group play favors the development of
skills such as cooperation, leadership, and competition, also fundamental in
adult world. In this sense, the socialization of the child also amplifies the notion
of respect for others and for oneself, as well as one's self-image and self-esteem.

Another crucial aspect of play is the development of reasoning and

creativity. As play and activities bring new language and
they demand new skills, they help the child to think and create new solutions.
FINAL CONSIDERATIONS

In addressing this theme, it was intended to reflect and analyze the importance of
if there is a playroom in the school institution, reflecting and presenting the
contributions that this environment can offer both to the educator and to the
educating. For, space is conducive to the development of playful activities that
they collaborate and act as facilitators of children's learning.
In light of this, a bibliographical research was conducted, selecting authors
that specifically deal with the topic in question, this data is found in
theoretical reference where the following subjects were presented and discussed:
importance of play in early childhood education; understanding the toy library and
organization of the toy library.
Thus, this study enabled and reaffirmed the understanding that the
playful is essential in the educational process of children, as it contributes to their
development in motor, physical, and psychological aspects. Therefore, the playroom is
an essential environment in early childhood education schools, and in no way,
cannot be confused with the classroom space, the playroom must be
architected with a clear objective and a specific design. In other words, a
environment in which children are encouraged to exercise their autonomy and
develop your critical competency, to make your own choices, as well as
provide teamwork, socialization, community, the
child development, dialogue, creativity, reflection, concentration.
Therefore, it is a duty to ensure children their rights and, at the same time,
to ensure a more meaningful and enjoyable education for the child, making it
school space an environment where playing and learning are part of the same context.
 REFERENCES

BASEI, Andréia Paula; MATTE, Marina. Playing in physical education classes in

early childhood education. 2010. Available at:
[Link] Accessed on: August 29, 2020.

BRAZIL, Law 9394/96. Law of guidelines and bases of national education. Brasília: MEC,
1996.

BROUGÈRE, G. Brinquedo and culture. São Paulo: Cortez, 1995.

CARNEIRO, Maria Angela Barbato. Playing today: from collaboration to individualism.

2012. Available at: [Link]
downloads/o_brincar_hoje.pdf. Accessed on August 29, 2020.

CUNHA, Nylse Helena da Silva. Toy Library: A Dive into Play. 4th ed. São
Aquarius, 2010.

CHÂTEAU, Jean, The Game and the Child - São Paulo: Summus, 1987.

FREITAS, Rosângela Maria Oliveira de. Games and play in the playground space.
Para: UNAMA, 2001.

FRIEDMANN, Adriana … [et al.]. The right to play: the toy library. - São Paulo:
Written: Abrinq, 1992.

GIANINO, Lúcio Helena Farias. The importance of play in the teaching process.
learning. Pará: Amazon University, 2001.

KAERCHER, Gládis E.
2001.

KISHIMOTO, Tizuco Morchida. Game, toy, play, and education.

Paulo: Cortez, 2001.

OLIVEIRA, Vera Barros de (org). Playing and the child from birth to six years.
Petrópolis, RJ: Voices, 2000.

SANTOS, Santa Marli Pires dos. Toy Library: the playful in different contexts.
Petrópolis-RJ: Voices, 1997.

SILVA JÚNIOR, Afonso Gomes da. Learning through playfulness. Rio de

January: Sprint, 2005.

VELASCO, Casilda Gonçalves. Playing, the psychomotor awakening. Rio de Janeiro:

Sprint, 1996.
WAJSKOP, Gisela. Playing in early childhood education: a story that repeats. 9th ed.
São Paulo: Cortez, 2012.