TOY LIBRARY IN EARLY CHILDHOOD EDUCATION

A playroom is a place where the child comes into contact with a variety of toys with other children, thus being able to develop the capacity for coexistence, cooperation, socialization, and collaboration, always with the mediation of the teacher with Nolte games. himself with the help of an employee or a child animator. For Nez Moreira.

The playroom can also be understood as a reserved space prepared for children to spend moments of leisure and learning and, for educators, an environment to develop new teaching practices, using playfulness as a teaching tool.

The organization of the toythèque is very important for the proper development of the activities carried out there. Toys should be arranged as if inviting play. Accessible, visible and stimulating, they can be spread throughout the room in different corners and areas, providing different starting points for games. A playroom that guarantees a fair place to play has no excess toys. It’s not the sheer quantity of them, nor their sophistication or high commercial value that makes the game richer and more challenging. What makes the richness of the toy library is the freedom of expression that is offered to children so that they can play freely. However, the order is necessary because it is structuring for Nolte games.

action of playing

Limits must be placed clearly and must be based on explanations. And not just in the authority of those who place them, because too strictly hinders the game, inhibits it. It should also be mentioned that although the boundary and organization are important. There is no need to protect the toys from children’s hands, as these are not and are not there to decorate the toy library. But to be useful. In this case, Fortuna (2011) adds that “The good toy is the toy. A toy is a toy only by the action of playing, that is to say, because someone plays with it”.

The classroom itself can be transformed into a play environment, because trickery occurs not only in the space of the playroom, but at any time when the teacher, mediator of the education of the small childhood, feels the need to provide toys and games to observe and meet children.

Considering this, we can analyze another contribution from Fortuna

A kindergarten class is not a ready box full of expensive things. To have a place to play and, therefore, a place to grow, learn, teach and in which to live with joy and meaning, it must be a place where people can be themselves. It is built gradually, by those who share this place and who put their mark on it. Like a nest, shell or trap, the classroom is a place of protection and continence, as well as challenge and growth, in which people learn to be and, living there, learn to live.

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In this thought, we understand that the toy library is the space where the child studies while playing, learning to create and discover the world around him. It is a fantastic space and at the same time a real dream.

FINAL CONSIDERATIONS

This work presented an idea of ​​how early childhood education is structured. On the basis of the common national curriculum and the reasons for the importance of play. In the process of teaching childhood learning, revealing that ridicule is very important. For the integral development of the child, especially of educators. Since it is through games, toys and games that the child discovers himself and the other with Nolte games.

Ludicity provides a variety of enjoyable activities that develop the child in its aspects: cognitive, affective, social and motor. Through playful activities, the child experiments, discovers, creates, acquires skills, develops self-confidence, creativity, thinking, expands language development, autonomy and attention. By the dynamics, the ludic allows, in addition to satisfactory situations. The emergence of behaviors and the assimilation of the social rules. Ensures the development of your intellect, by specifying your feeling, your anxieties. Your anxieties, by helping with the recognition of your difficulties. Thus bringing solutions and greatness in the inner life of the child.

In order to obtain all the information obtained in this study. It is possible to conclude that it is very important to point out that games and games in the classroom. Can be considered as overlapping social activities of specific and fundamental interaction that ensure. The interaction and construction of knowledge of the reality experienced by children. And the constitution of the child subject as an agent of history.