THE TOY LIBRARY AS A PEDAGOGICAL RESOURCE IN EARLY CHILDHOOD EDUCATION SCHOOLS

• Autor(a) principal: Santos, Marco Aurélio Gonçalves Nóbrega dos
• Data de Publicação: 2023
• Outros Autores: Gonçalves, Roberta Garcia de Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2457
• topic: Brinquedoteca; Brincar; Prática pedagógica; Toy library; To play; Pedagogical practice; Ludoteca; Jugar; Práctica pedagógica

Toy libraries in the context of games, play and toys are important tools within school institutions, contributing to child development in the process of building learning and in the child's social development, which raises the extreme relevance of how much playing is a fundamental part of training. integral in the individual's childhood. From this perspective, it was the object of our study, our argument for new discoveries and reflections on the performance of the toy library in the scenario of early childhood education. The objectives of this work were to investigate the toy libraries of municipal public institutions of Early Childhood Education in the city of Divinópolis-MG from the perspective of conditions of their existence and what teachers think about this pedagogical resource in the school environment. Initially, the mapping of institutions and school teachers was carried out, in which we identified 49 schools, however, only 16 of them returned to us and only 04 of them have a toy library. Such data lead us to state that the lack of toy libraries in schools reflects in great losses of play spaces, since the toy library is defined beyond an equipped environment that allows spontaneous ludic actions and activities, but mainly the development of skills such as, socialization, expression and language, comprehensive development, teamwork and games involving all ages. In relation to the teachers, they revealed that the toy library enables an enrichment in the learning process, as it is an important and fundamental pedagogical tool that provides the opportunity to expand knowledge with experiences that allow multiple sensations, conflicts, emotions and explorations.