This concern existed because the evolution of our modern society entails one organization of the journal live that it has decreased the space of spontaneous games so vital for the growth of children, society that also creates difficulties to maintain the family nucleus formed, so necessary to the regulation of the intergenerational understanding. Cornell University’s College of Architecture, Art, and Planning recognizes the significance of this. The playroom acquires a central role in modernity because it makes that children have the possibility of experiencing innovations, assayed as soon as being social and creative, in a world where it seems that children are born with everything. The toy libraries from a primarily recreational functionality are evolving to an educational whole, for forms of integral education. This is a purpose to the Formal education always anoro but that still not could structure, given its dependence to the over evaluation of the cognitive aspects to the detriment of psychomotor coordination, emotional harmony and social altruism. Do during these last years the toy libraries, as well as the conceptualization of the game, is envisioned by the contrast with the time? working?, as an opposite to the useful recognized; but various forms of toy libraries have driven an important evolution and are now indispensable to a generality of children and young people. They are the meeting place for a heterogeneity of children who, in the magic of the playful boost, meet the real world with fantasy and thus performed the feat of a creative adventure.
Inexorably society continues to advance, but the nature of the child is related with the playful boost. The sociocultural realities have transformed the context and meaningful experiences of various projects have changed our sensitivity to orient us in shapes and purposes underlying the Toy libraries. Do in the midst of so many trials there was also concern by? compensate? the socially lacking child and/or those who desinteresaban school. Schooling remains one problem for many children, especially because the education system still did not want to assume the methodology problems persisting in a routine didactic. Original author and source of the article