The leisure activity foverece, in childhood, self-confidence, autonomy and the formation of personality, thus becoming one of the primary recreational and educational activities. In all the cultural this activity has been developed in a natural and spontaneous way, but its stimulation precise specialized educators and educators who are her spaces, times suitable to be shared with colleagues, toys that diversify it and enrich, environments and playful climates that facilitate your spontaneity and creativity. Thus emerge the toy libraries as an institution that optimizes the possibilities described and as a unique space for the game, necessary in our present society. The toy libraries are also born because today’s children have difficulties to play with freedom. Is the inadequacy of space-related obstacles: homes reduced, the street does not provide places for the game, parks are little equipped and unsafe places to this reality, we should add the depletion possibilities to meet with peers, difficulty to receive visits from friends and play together at home, poor relations with neighbors of portal, the lack of time free during the period school or, simply, that many children do not even have siblings with whom they share their games. Although the desire to play is spontaneous in the child, the toy libraries channelled its efforts to enhance the development of children’s personality through leisure activities, turning well a pleasurable activity for the child in a very important learning tool. They are not simply places where the child spends part of his time, but a very valuable tool for education and development.
Thus, the toy libraries, try: rescue the traditional game and counteract the negative effects of the culture of the imposed image, with alternatives where formation of autogeneradas from the game creative and symbolic images. Be a space for the free game and use as a method of learning and skills development, skills and desired behaviors. Be an alternative to that, going beyond the space, become a philosophy and an institution that promotes the development of critical and creative children. Structuring toy libraries with these features is equivalent to speak of the toy library as a project, which means compromising in its generation following a plan whose formulation should arise from a genuine process of collective construction, that ideal and probably should follow criteria such as: community and particularly children and girls in interaction with the ludotecario and institutions made the diagnosis of base. Organize working groups from the beginning with the participation of children. Make clear the rules of operation, remember them and arrange them, particularly the handling of power structures and decision-making. Generate a dynamic of knowledge management enabling the community to organize its knowledge, extending them with the formal knowledge and translate them into tools and techniques, and that mainly feed the processes of reflection, awareness and decision-making capacity which qualify all the action. The entire process of construction of the toy library has to be mediated essentially by a pedagogic approach based in the community and the construction of democratic spaces, from the diagnosis of base, organizing groups, the rules of operation or decision making. These criteria allow us to involve children and their parents, allowing us to transcend tradition, which has been very marked by the decision of the adult offering spaces for children, but without the intervention of these in your design, or the choice of toys or activities.
