TOY LIBRARY: THE PLAYFUL SPACE AT SCHOOL

Abstract

The digital book "Brinquedoteca: The Play Space in School" was developed with the aim of exploring the importance of play in the school environment, highlighting the fundamental role of the playroom, playfulness, and games in the teaching-learning process. The purpose of this work is to present a broad and well-founded view of how these elements contribute to the integral development of children, encompassing cognitive, social, emotional, and motor aspects.

Play is an activity inherent to childhood, being considered a fundamental right of children by the United Nations (UN). In the school context, play goes beyond simple entertainment, transforming into a powerful pedagogical tool that promotes meaningful learning and the development of socio-emotional skills. It is from this understanding that this digital book was structured, divided into three complementary and interconnected chapters.

In Chapter 01, entitled A Brief History of the Toy Library, the work addresses the origins of this playful space, from its creation in the 1930s to its consolidation as a pedagogical environment in Brazilian schools. The toy library emerged as a response to the need to provide children with a safe and stimulating place to play, where they could develop social, cognitive and emotional skills. This chapter also provides an analysis of the different approaches adopted over the years and how the toy library has evolved to become an essential space in the school environment.

Chapter 02, Playfulness in Education, explores how playfulness can be integrated into the school curriculum in an intentional and planned way. Playfulness, in addition to making the teaching-learning process more attractive and pleasurable, allows children to learn in an active and participatory way. This chapter discusses theories of great scholars of education, such as Vygotsky, and presents practical examples of playful activities that can be applied in the classroom, always respecting the pace and individual needs of the students.

Chapter 03, The Game in Education, focuses specifically on the use of the game as a pedagogical methodology. The game, in addition to promoting the learning of specific content, stimulates the development of important skills, such as logical reasoning, creativity and teamwork. This chapter presents different types of educational games, from traditional to digital, demonstrating how each of them can be used to enrich pedagogical practices.

Throughout the work, the reader will find a solid theoretical approach, based on recent research and supported by practical examples of everyday school life. The objective is to offer educators, school managers and other education professionals a rich and inspiring material, which can be used as a reference in the planning of playful activities and in the development of pedagogical projects.

In addition, the digital book also aims to sensitize families to the importance of playing in childhood. By involving those responsible for them in playful activities, it is possible to strengthen family bonds and expand learning opportunities outside of school, contributing to a more complete and integral education of children.

Finally, "Toy Library: The Playful Space at School" reinforces the idea that quality education goes beyond the transmission of theoretical content. It is essential that schools promote welcoming and stimulating environments, where playing is valued and integrated into the educational process. It is hoped that this work will inspire more humanized pedagogical practices, where learning happens in a natural, light and meaningful way, always respecting the child's right to be a child.