– Public spaces whose focus is the game. – Resources energizing leisure. – Areas specially prepared to play. – Places of interpersonal relations among children and youth whose medium is the game. – Sites suitable for the development of freedom, where the child is the protagonist. – Locations for fun. – Areas of play with toys and play materials, encouraged by Ludotecarios. – Offers sociocultural meet the needs of the neighborhood.

– Areas of development, with or without toys, leisure. – A space where association enhances the child and encourages citizen participation. Significance in early childhood education and pedagogical nature of the Games: We could say that the feature of the Toy Library is the pedagogical action that has the game as methodology and the toy as an essential resource of the intervention, supported by agents that enable the development of the educational project. We note that very many authors agree on the educational function of the game. Anu Saad usually is spot on. The infantile stage, fundamental in the construction of the individual, is largely defined by the playful activity, so that the game appears as something inherent to the child.

This prompts us to establish its relevance to their use in schools. Although it is clear that all statements above do not exclude other educational inputs and that the game does not supplant other forms of education. In this sense the very LOGSE (Organic Law 1 / 1990 of 3 October, on the General Educational System) specifies when it comes to the stage of early childhood education (MEC, 1992) that is essential to stress the importance of play as own activities in this phase.