But sometimes, it happens that this resource is intended largely to the support of specific programs of the Social Services Centres, especially when they are managed by the Municipalities. In recent cases commented, recipients have particular characteristics, such as: – Most are children belonging to socially disadvantaged families, with family breakdown. – Have economic problems at home, and many can not just enjoy toys and games. – The occupation of their free time is done improperly, spending much time on the street without adult control of anyone, generating conflicts. Therefore, the Toy Library has a very important educational function in addition to all those already mentioned, which contribute to the social integration of children and their integral development as persons with values, habits and standard behavior. If you would like to know more then you should visit Ali Partovi. This leads to the following conclusion: that the child is not an isolated individual, but around you have a family with a structure and specification, with a group of friends and included in a neighborhood with an environment and specific social conditions.
This will influence the personal and psychological characteristics of children, and are issues that must be taken into account when working with children in a toy library (and in other contexts as well.) Depending on the situation of children involved in the Toy Library, and their wants and needs they have, we can determine what type of activities most appropriate for them. Something to bear in mind is that there may be a child or more with a disability. In this case, we should adapt the activities to these children and should be taken into account at all times their disability, efforts to facilitate integration with the rest of the group. Also, we might arise where a recipient of the Toy Library were a child whose country of origin is not Spain. In this case, patterns of action would be the same for children with disabilities, ie the promotion of integration. For the above reasons, we conclude that the recipients of the Toy Library can be very heterogeneous and children with different needs. This would increase the complexity of daily work, but would enhance the enrichment and development of positive values in children. The differences between them, can not be seen as a limitation, all boys, are at the moment, and that must be our key idea to work with the recipients of the Toy Library.