Early Childhood Education Journal, Vol. 25, No. 4, 1998

Guidelines for Beginning and Maintaining a Toy LendingLibrary

Michael A. Rettig12

Toy lending libraries can provide a valuable service for families with young children. The estab-lishment of these toy libraries requires thought and planning to be successful. Some suggestions areprovided to help individuals who may be considering setting up such a program.

KEY WORDS: toy lending libraries; toys; Lekotek.

INTRODUCTION

Toy Lending libraries, or toy libraries are a servicethat provides parents and professionals with an opportu-nity for shared play and the loan of toys. Although thespecific focus of toy libraries may differ from communi-ty to community or country to country, the basic intent oftoy libraries has been to provide stimulating toys for chil-dren to play with and opportunities for parents and chil-dren to play together (Jackson, Robey, Watjus, &Chadwick 1991; Kapellaka, 1992). Since their inception,toy libraries have provided specialized toys that were notreadily available or expensive toys needed by childrenwith special needs (Kapellaka, 1992). Mayfield (1988)notes that toy libraries help children and parents gainaccess to a wide variety of toys and playthings and assistparents in getting professional advice about play andworking with children, especially those children withspecial needs. The loan of specially adapted toys com-bined with parent training helps promote family involve-ment and can serve to expand the child's play opportuni-ties in a family setting (Jackson et al., 1991; Rub, 1987).

This article will review a brief history of toy lend-ing libraries and the purpose of Lekoteks. Guidelines andsuggestions for developing and maintaining a toy lendinglibrary will also be reviewed.

'Department of Education, Washburn University, Topeka, Kansas.'Correspondence should be directed to Michael A. Rettig, Departmentof Education, Washburn University, 1700 SW College Avenue,Topeka, Kansas 66621; e-mail: zzrettig@acc.wuacc.edu

A BRIEF HISTORY OF TOY LENDINGLIBRARIES

Toy lending libraries date back to the 1930s, withthe earliest toy library established in Los Angeles duringthe depression years (Kapellaka, 1992). Later, toylibraries were established in Germany in 1952 and inDenmark in 1959. In 1963, two mothers of children withdisabilities began the Lekotek program in Sweden(deVincentis, 1984). The focus of Lekotek was on chil-dren with disabilities and their families. A second type oftoy library was established in 1967 in England whichalso had an initial focus on children with disabilities(Juul, 1984). Since the 1970s, toy libraries have beenestablished in more than 30 countries including Iceland,Denmark, Canada, Zimbabwe, Norway, and France(Juul, 1984). In a more recent report, Brodin and Bjorck-Akesson, (1992) have found that there are more than4500 toy libraries in 31 countries.

In 1984, the USA Toy Library Association wasfounded with the goal of promoting the public value ofplay, the creation of toy libraries, and to serve as aresource to parents and professionals (Juul, 1984). TheUSA Toy Library Association serves as a national net-working resource to promote play as an important part ofdevelopment. The USA Toy Library Association publish-es a quarterly newsletter, Child's Play, and has also pub-lished a booklet on how to start up and manage a toylibrary which includes sections on staffing, funding,insurance, cataloging, and so forth (USA Toy LibraryAssociation, 1985).

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There have been two basic types of toy librariesestablished including the Lekotek model and the Britishmodel (Domroese, 1985; Jackson et al, 1991; Kapellaka,1992). The British model, which began serving childrenwith disabilities, has expanded its focus to include anychild with special needs. One of the major differencesbetween the two types of programs is that the British-type of program is typically staffed by nonprofessionalvolunteers rather than professional staff (Jackson et al.,1991).

LEKOTEKS

Lekotek is a family resource center that primarilyserves children with special needs. First begun inSweden, Lekoteks now exist worldwide. The termLekotek comes from the Swedish "lek" which meansboth play and toys, and "otek" which is part of bibliotekwhich means library.

Lekoteks have an extensive library of toys, adaptiveequipment, and books. In addition, in recent yearsLekoteks have also been a sponsor for CompuPlay, acomputer-based project that serves children with disabil-ities and their families (Trieschmann, 1987). In the1990s, Lekotek extended its services to include childrenwho are born with the HIV vims, children exposed todrugs in utero, teenage mothers, and children at-riskfrom environmental factors.

The Lekotek approach has been a popular toylibrary model (Juul, 1984). Established in Sweden in1963, the first Lekotek was set up in the United States in1980 in Illinois (deVincentis, 1984). There are currentlymore than 70 Lekoteks in 24 states. A number of servicesare often available through Lekotek including: (1) a par-ent resource library, (2) toy exchanges, (3) CompuPlay,(4) integrated play groups, (5) parent inservices/work-shops, (6) family newsletters, and (7) family socialevents.

From the beginning, the focus of Lekoteks has beenon the family, not just the child, and the primary empha-sis has been on children with disabilities. The Lekotekmodel stresses that young children with disabilities andtheir families will have special needs. Lekotek attemptsto meet some of these special needs by providing adapt-ed toys and family support. Lekoteks are staffed bytrained professionals (deVincentis, 1984; Jackson et al.,1992), and are often associated with some type of diag-nostic or habilitation center (Brodin & Bjorck-Akesson,1992). Lekotek leaders are knowledgeable about com-mercial and educational toys and have experience inadapting toys, especially with special switches that canbe used by young children with physical disabilities.

Lekotek leaders also model play strategies for parents onsite by making use of the large collection of unique andconventional toys.

ESTABLISHING A TOY LENDINGLIBRARY

The establishment of a toy lending library wouldprovide an important community resource, especially foryoung children with disabilities or children coming fromlow-income homes. However, thought and planning willbe required to develop a successful toy lending library.Domroese (1985) suggests that before starting a toylibrary individuals should address five key questions: (1)the mission of the toy library, (2) funding, (3) staffing,(4) space, and (5) operation. Individuals involved in thedevelopment of a toy library should also address severalquestions including what are the goals of the toy library,who will be the clientele, what are the needs of this clien-tele, and are there any other community agencies alreadymeeting these needs? (see Table I) (Wiscont, 1997).

FUNDING

The initial and ongoing funding of the toy librarywould, of course, be an important consideration. Fundingfor existing toy libraries has come from both public orprivate sources. Brodin and Bjorck-Akesson (1992) haveindicated that charitable organizations have played animportant role in funding toy libraries. Start-up fundingfor a new toy lending library may come from privatetrusts or foundations, for example. It is not unusual fortrusts and foundations to provide grant monies for theinitial development of a project such as the establishmentof a toy lending library. However, while private trusts andfoundations may provide funds for the establishment of atoy lending library, funding from these sources may notbe ongoing. The grantee is often expected to secure fundsto continue the project after the initial funding has ended.Such a situation can make funding such a project unreli-able (Juul, 1984).

Table I. Questions to Ask Before Starting a Toy Lending Library

• How much start up money is needed?• What is the mission and purpose of the toy lending library?• What are the needs of children and families in the community?• Have sources of funding such as foundation or government grants

been explored?• Where will the toy library be housed? Is there adequate space for all

materials?• Will volunteer help be available?• Who will make up the governing board of the toy lending library?• What kinds of insurance coverage will be needed?

Guidelines for a Toy Lending Library 231

Table II. Questions to Ask When Developing a Toy LendingLibrary

1 What are the sources of ongoing funding for the toy lending library?• Are there an adequate number and variety of toys for children of dif-

ferent developmental ages?• Is the check-out system adequate?• Are provisions in place to adequately clean toys?• Are staff available at times that meet the needs of families?

Once established, a toy lending library would needongoing funding to maintain staff, as well as to replaceworn out toys and playthings or to add new items to thecollection. Though initial start-up costs could providefunds for a large number of toys and playthings, contin-ued funding would need to be sustained to maintain thecollection. Certainly a important issue in terms of howmuch money is required to sustain a toy lending libraryfocuses on who will staff it. The largest expense in theoperation of a toy lending library would be hiring thestaff necessary to assist in the operation of the Library(see Table II).

STAFFING

Another consideration in developing a toy librarywould be staffing. As indicated previously, Lekoteks arestaffed by trained professionals while other types of toylibraries are staffed primarily by volunteers. Juul (1984)has indicated that while Lekoteks have a high qualitystaff they sometimes lack the idealism of volunteers. Onthe other hand, volunteers often lack the skills necessaryto be of optimum help to children and families. If the fullbenefits of a toy library are to be realized it would seemessential that toy libraries, especially those servingyoung children with disabilities and their families, bestaffed by trained professionals who are knowledgeableof child development, exceptionalities, toys, and workingwith families.

Staffing considerations are related to, and evendetermined by, funding, space, and operation issues.Programs involving professional staff are going torequire more funds than programs operated by volun-teers. The number of staff and their training are otherimportant questions to address.

SELECTING A SITE

Where the toy library is located or housed is anoth-er important consideration related to funding and staffdemands. According to Domroese (1985) public librarieswould be a good place for toy libraries because they arehighly accessible to the public, have an established lend-

ing system, and their hours are suited to working parents.However, though library staff would be knowledgeableof library procedures, they may not have the knowledgeto assist parents in selecting and using specially adaptedtoys.

Another possible location for a toy lending librarywould be a local agency serving young children such asa school or child care center. Such a site would haveknowledgeable staff available and would be in a locationchildren and parents were familiar with.

OPERATION OF THE TOY LIBRARY

The overall operation of the toy library would beanother important consideration. This would includesuch factors as the purchase and acquisition of toys andplay materials, cataloging, and check-out, and how todeal with lost or damaged items.

Cataloging and check-out of play materials could behandled as in any library. The use of a computer databaseand bar code readers could assist in maintaining accuraterecords of check-out and cataloging. The length of timefor check-out of materials should be determined by eachtoy library and could be influenced by such factors as thenumber of toys available or the population being served.

The amount of space needed for the storage of playmaterials and/or use of the play materials is anotherimportant consideration. As the number of toys in thelibrary increases more and more space will obviously berequired. In addition, factors such as staffing, length ofcheck-out, and family assistance may influence theamount of space that is required. If children and theirfamilies are to be provided with an opportunity to playwith the toys at the toy lending site an adequate "playroom" will need to be provided.

ACQUISITION OF TOYS

The acquisition of a wide variety of good qualitytoys would be essential. Toys should be selected that aresafe, durable, and will meet the differing developmentalneeds of children. Toys and play materials should beselected to ensure that enough toys are available for dif-ferent developmental ages. In addition, toys should beselected that cross different developmental domains suchas gross and fine motor, language, and social skills. Toysthat are easily adaptable to meet the needs of young chil-dren with disabilities would also be required.

CLEANLINESS AND SAFETY

Common sense may be the most important preven-tive measure regarding the safety of toys. Parents and

232 Rettig

teachers should be knowledgeable about the toys andplaythings children are playing with. If toys show signsof wear or have broken parts, they should be discarded,Taylor, Morris, and Rogers (1997) note that the mostcommon reasons why toy related accidents occur are: (1)the toys are inherently dangerous, (2) the toys are usedinappropriately by children, (3) the toys are not develop-mentally appropriate, and (4) the toys are used withoutrules for their safe use. Having staff who are trained inearly childhood education that can help parents and chil-dren select the right toys can help to prevent these poten-tial problems.

Another consideration related to safety and toys,that is especially important for infants and toddlers, hasto do with cleaning toys. It is extremely important thattoys that are manipulated and mouthed by children becleaned after they are used to reduce the possibilities ofgerms and infections being spread to other children.Hillery (1994) provides a number of suggestions forcleaning toys. She notes, for example, that several differ-ent types of cleaning solutions may be necessary to cleandifferent toys. Some cleaning solutions, such as dilutedbleach water, may fade some plastic toys with repeatedsoakings. A dishwasher may work for some toys butother toys may melt during the wash/dry cycle and somehollow toys will retain water when soaked which mayresult in mold growing inside the toy (see Table III).

SUMMARY

The establishment of a toy lending library will taketime and planning, but there would be significant bene-fits to families with children coming from low incomehomes or families with children with special needs. A

number of sources of information are available to assistindividuals in setting up a toy lending library, a few arelisted here.

SOURCES OF INFORMATION ON TOYSAND PLAYTHINGS

Guide for Selecting Toys for Children withDisabilities

National Lekotek CenterEvanston Civic Center2100 Ridge Ave.Evanston, IL 60201800-366-PLAYE-mail: Lekotek@Lekotek.org

Toys and PlayThe Toy Manufacturers of America Guide200 Fifth Ave. Suite 740New York, NY 10010

USA Toy Library Association2530 Crawford Ave., Suite 111Evanston, IL 60201(847) 864-3330

REFERENCESBrodin, J., & Bjorck-Akesson, E. (1992). Toy libraries/Lekoteks in an

international perspective. EuroRehab, 2, 97-102.deVincentis, S. (April, 1984). Lekotek: Swedish Play Intervention for

Handicapped Children. Paper presented at the Council forExceptional Children conference, Washington, DC.

Domroese, C. (October, 1985). Learning Games Libraries: Help for theat-Risk Child: A Growing Movement in Illinois. Paper presentedat the Division for Early Childhood conference, Denver, CO.

Hillery, N. (1994). Rub a dub dub, many toys in the tub, How do wekeep them clean? Child's Play, 10(3), 4-5.

Jackson, S. C., Robey, L., Watjus, M., & Chadwick, E. (1991). Play forALL children: The toy library solution. Childhood Education,68(1), 27-31.

Juul, K. D. (April 1984). Toy Libraries for the Handicapped: AnInternational Survey. Paper presented at the Council forExceptional Children conference, Washington, DC.

Kapellaka, U. (1992). Toy libraries: Learning through play with toys.International Journal of Early Childhood, 24(2), 53-56.

Mayfield, M. (1988). Toy libraries in Canada: A research study.Canadian Children, 13(2), 1-18.

Rub, S. (1987). The toy library service at Honeylands Family Supportunit: An assessment. Child: Care, Health, and Development,13(1), 33-39.

Taylor, S. I., Morris, V. G., & Rogers, C. S. (1997). Toy safety andselection. Early Childhood Education Journal, 24(4), 235-238.

Trieschmann, M. (1987). Computer games: Every child can play.Exceptional Parent, 77(7), 42-45.

USA Toy Library Association (1985). How to start up and operate atoy library, the USA Toy Library Association Operator's Manual.Evanston, IL, USA Toy Library Association.

Wiscont, J. M. (1977). The Toy Lending Library. Seminar paper,University of Wisconsin-Oshkosh (ERIC Document ReproductionService Number ED 335 038).

Table III. Methods of Cleaning Toys

• Cloth dolls can be put through a gentle wash cycle in a washingmachine. Putting them in a hosiery bag will help keep them frombeing twisted.

• A spray formula of bleach can be used on a wide variety of play-things. The formula should be one part bleach to ten parts water. Theformula should be changed frequently because the bleach will loseits potency over time.

• Old toothbrushes or vegetable brushes can be used to clean increvices of toys to ensure a complete cleaning.

• Many toys can be air dried or a hair dryer may be used to dry toys.• Washing plastic dolls can be done as an activity with children.

Antibacterial soaps can be used to give the dolls a "bath."« A dishwasher will be safe for many plastic toys. Put smaller items in

flow through bags to keep them together.• Disinfectant sprays can be purchased through medical supply com-

panies.

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