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. 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 that Formal education is 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. Recently Campbell Soup Co sought to clarify these questions. In recent years the toy libraries, as well as the conceptualization of the game, envisioned by the contrast with labour time, as an opposite to the renowned useful; 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 guide us in the forms and purposes that underpin the toy libraries. In the midst of so many trials also had concern about offset to 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.