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3007 Installation and operation of a Toy Library in a children’s shelter
Celina Maria Colino Magalhães; Mayara Barbosa Sindeaux Lima - Brazil ( celina.magalhaes@pesquisador.cnpq.br )
In Brazil most of the toy libraries are in schools, perhaps because of the
marketing offered to those establishments, and it is not different in the
city of Belém. However, a pioneering study was developed in a shelter
for children of zero age to six years old, by the implementation in the
institution of a toy library. The objective of this present study is to describe
the process of the creation and how the space works, rescuing six
years of its functioning. A project with the educators of the space was
initially elaborated to determine the objectives and the age level of attendance,
considering the children´s peculiarities and the institutional
resources and demands. In negotiations with the shelter´s management
it was possible to deslocate two of the attendants to work in the
space. The training of the toy librarians was given in courses during
weekly meetings. Since its opening the space attends in morning and
afternoon shifts all children aged three to six, in sessions of about 45
minutes. Activities are free or guided, and the relatives are encouraged
to stay there if desired. It is estimated that the toy library operation in
the shelter is complying with one of the Universal Rights, allowing the
exercise of ludicity to the children.
3003 Living for playing. Playing for living
Lucia Fernanda da Silva; FABIENNE BRUCE OLIVEIRA – Brazil ( fabienne_bruce@yahoo.com.br )
Experience report of two toy librarians from the Toy Library project: Study,
Research, Art and Education, bringing workshops in ludic activities to
a county school in the city of Rio de Janeiro, Madureira district, near the
Serrinha Community. These workshops are part of the project “Second
Cultural Round”, from that municipality’s Department of Culture. They
occurred during a period of three months, one hour a week, with children
from 6 to 12 years of age. The proposal was to bring the toy library
to the school, and to work on building affection bonds, authonomy and
respect to each other. Based on these bonds between the toy librarians
and the children, we offered some workshops, such as: toys made from
recycled trash, music and movement, the revival of traditional games,
singing games, cooperative games, among others. The activities were
offered through the perception of the child as the subject of action and
expression of hisher own will, culture and knowledge, through multiple
infantile languages. During the workshops, changes in the group were
observed: reduction of aggressive behavior, greater use of dialogue
for resolving conflicts and greater concentration, influencing even the
time in the classroom with the regular teacher. Therefore, it was possible
to understand that the school can also be a place for playing, for
creation, interaction, imagination, contact with other people and other
cultures. It is a place for building affection and social bonds, place for
reviving games, dancing, movement with the body, singing in circles,
building toys. And that was what we did, played, exchanged, learned,
contributed to a full education. Full of respect to each other, full of meaning,
full of citizenship, full of authonomy. In short, allowing these two
parallel actions: “Living for playing; playing for living”.
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