If the game has shown that it is so important to the child equation, just as is its practice in a Toy Library as a space of non-formal education which promotes learning through play. The game is a resource that allows the child to do alone meaningful learning and to help propose and achieve concrete goals in a relaxed and balanced attitude, quiet and enjoyment. Therefore, the educator, the planning must start the game is a task in which the child does continuously tests new acquisitions, facing them on a voluntary, spontaneous and enjoyable. The game is an important tool for learning and for life and therefore an important tool for education, and to obtain maximum performance from their educational potential will require a conscious and reflective teaching intervention. The educational intervention on the game in the Toy Library should seek to: – Allow global growth and development of children, while living situations of pleasure and fun.
– Establish a means of learning of cooperative behavior, leading to situations of personal responsibility, solidarity and respect for others. – Lead to situations which pose a challenge but a challenge to overcome. – Avoid the games always stand out for their skill, the same people, diversifying the games and giving more importance to the process that the final result. – To provide experiences that broaden and deepen what they already know and what we can do. – Stimulation and encouragement to do and to learn more. – Planned and spontaneous play opportunities – time to continue what we started.