{"id":2485,"count":23,"description":"The <\/span>Escuela Provincial de Folklore de Guadalajara<\/span><\/i><\/a> (Guadalajara Province School of Folklore) was set up in 1984 with the aim of researching and recovering the traditions and customs of the Province of Guadalajara, Spain. This year we are celebrating the 40<\/span>th<\/span> anniversary of a centre created to research and teach the different techniques developed over the years by the different civilizations and cultures that settled these lands over the centuries.<\/span>\r\n\r\nThis popular lore is learnt in workshops and classrooms at the school so that it is not lost. The school of folklore is divided into two main areas of work: the crafts area with courses of pottery, enamelling, woodwork, restoring, basketry, bobbin lace, clothing and traditional activities; the music and dance area with classes on dancing, singing, accordion, <\/span>dulzaina<\/span><\/i> (a somekind of oboe), drum, guitar, lute, <\/span>bandurria<\/span><\/i> (a somekind of mandolin) and violin. Alongside these activities, the school organizes other cultural dissemination work by means of craft demonstrations in the local villages and music and dance performances by the students under the guidance of our teachers, mainly during the local fiestas in nearby villages.<\/span>\r\n\r\nIn addition, the school undertakes archive and research work into documents, songbooks, traditional patterns and designs, which are rescued by the teachers with the invaluable aid of the students. Thanks to this, we have a library, an audio archive and a video archive at the public\u00b4s disposal and European university students also contribute.<\/span>\r\n\r\nWithin the widespread meanings encompassed by the word <\/span>folklore<\/span><\/i>, we find the stories told by the old folk to their young ones at bedtime or the games played in the street, activities for young people. It seems that it is now that we have realized that we must respect nature, now, when all toys work with a battery or mains electricity, toys which arrive from afar with the resulting ecological footprint and its by-product, environmental damage. They already knew of old\u2014we had forgotten\u2014that we must respect our environment and live in balance with it. There was a time when everything was more sustainable, toys were made of wood, with stones or with clay and they didn\u00b4t pollute. As well as having fun, people learnt to preserve them because there were no supermarkets to buy another one. What\u00b4s more, these games were played in the street with all the kids in a group.<\/span>\r\n\r\nWe have decided that this Temporary Exhibition in the Virtual Museum of Human Ecology, which celebrates our anniversary, should focus on the fun aspect of games, on the one hand, because of the importance of play for an individual\u00b4s development, and therefore of society. On the other hand, because we noticed that within the wide range offered by the museum there was a gap which could be filled by traditional toys, something which the School of Folklore has taken in, preserving, researching, documenting and recovering them.<\/span>\r\n\r\nToys have accompanied the human journey<\/span> from the start. The first miniatures date back to 3000 BCE. The ones which have come down to us are made of clay, but clearly there must have been wooden ones and even made of bone. There are also remains of toys made of materials which didn\u2019t resist the passing of time so well, made of horn and animal skins, from the Egyptian Empire some 2000 years later.<\/span>\r\n\r\nPlay, as Plato said, is a way of socialising, not just for humans but for other species too, a means of learning. Culture and values are passed on through play, so it is the main channel for learning at an early age. It is an activity with no practical aim, only an agreeable feeling which generates well-being. Aristotle later added a complementary meaning, play as a therapy after work, a healthy remedy to rest and comfort the soul.<\/span>\r\n\r\nGames are linked to human culture. They do not age, but vary according to the life cycle and its educational or recreational purposes. Their variety is as wide as human imagination, ranging from street games, spinning tops, balls to indoor games, dice, board games or games in town squares like skittles and <\/span>calva<\/span><\/i>\u00a0 <\/span>(throwing stones at a bit of wood)<\/span> among others. Younger people played with individual toys, like wooden horses or rag dolls, while adults took part in group games like dice or <\/span>tejo<\/span><\/i> (like shuffleboard).\u00a0<\/span>\r\n\r\nFreud sets the origin of play in the first relationship of the child with its carer, and the child categorises people as good or bad depending on their willingness to play, getting closer to those who play because they make the child feel safe. Through play, children develop the ability to use objects and relate to people, free to communicate feelings and wishes.<\/span>\r\n\r\nOpen air play areas are places for socialising and passing on knowledge, where children learn to develop their personality. The street and play become the great shapers of the individual. As Albert Einstein said \u00abPlay is the highest form of research\u00bb.<\/span>\r\n\r\nWith the selection we have made for this Temporary Exhibition, we aim to show a representative sample of the games which were traditionally played in the Castilian province of Guadalajara. Their simplicity, both in manufacture and in materials or durability, clearly defines the popular culture of the province and its people.<\/span>\r\n\r\nThe older photos were taken by staff assigned to the Provincial School of Folklore and belong to the School\u2019s photo archive on toys which have been recovered by the monitors at the school during its 40 years of existence.<\/span>\r\n\r\n \r\n\r\nThis exhibition was coordinated by<\/span> Miguel \u00c1ngel Fern\u00e1ndez Au\u00f1\u00f3n<\/b>\u00a0with the help of <\/span>Luis Alberto Larriba Cabezudo<\/b>, <\/span>Javier Plaza Garc\u00eda<\/b>, <\/span>Margarita Blas Guerra<\/b> and <\/span>Santos Beato Hernando<\/b> from the <\/span>Escuela Provincial de Folklore de Guadalajara<\/span><\/i><\/a>. Special thanks go to Jos\u00e9 Antonio Alonso Ramos, David Serrano, Francisco Toquero Ocha\u00edta, Jos\u00e9 Enrique Bueno Mart\u00edn, F\u00e9lix Nolasco Roche and Jos\u00e9 L\u00f3pez Picazo, invaluable collaborators with their photos and work, which they selflessly donated to the School.<\/span>\r\n\r\n \r\n\r\nRecommended further reading:<\/b>\r\n\r\nBenito, J.F. 2022. Juegos de la calle en la Guadalajara de mediados del siglo pasado. <\/span>Cuadernos de Etnolog\u00eda de Guadalajara<\/span><\/i>, 52: 385-400.<\/span>\r\n\r\nBlanco Garcia, T. 1995. <\/span>Para jugar como jug\u00e1bamos<\/span><\/i>. Diputaci\u00f3n de Salamanca.<\/span>\r\n\r\nCabrelles Sagredo, M\u00aa.S. <\/span>La influencia del juego para potenciar el desarrollo infantil en el \u00e1mbito educativo (I).<\/span><\/i><\/a>\r\n\r\nCort\u00e1zar, A. 1939. Al margen del folklore: los juguetes y sus ra\u00edces psicol\u00f3gicas y est\u00e9ticas.<\/span>Humanidades<\/span><\/i><\/a>, 27: 345-364.<\/span>\r\n\r\nGarc\u00eda Rodr\u00edguez, C. (coord.). 1995. <\/span>Juegosde nuestra tierra.<\/span><\/i> Recopilaci\u00f3n de juegos tradicionales de la provincia de Guadalajara. Elaborado con la colaboraci\u00f3n de los alumnos del I.E.S. Mart\u00edn V\u00e1zquez de Arce de Sig\u00fcenza.<\/span>\r\n\r\nMinguet, P. 2005. <\/span>Juegos de Manos, \u00f3 sea, el arte de hacer diabluras.<\/span><\/i>Edici\u00f3n facs\u00edmil de la edici\u00f3n de 1864, editorial Maxtor.<\/span>\r\n\r\nS\u00e1nchez Romero, M. 2022.\u201c<\/span>Los primeros juguetes de la prehistoria fueron peque\u00f1as figurillas de animales, canicas o miniaturas de objetos adulto<\/span><\/a>\u201d. Sinc.<\/span>\r\n\r\nMolinero S\u00e1nchez, F. 2010. <\/span>Colecci\u00f3n de Juegos Infantiles: el tirachinas.<\/span><\/i><\/a> Museo del Juego.<\/span>\r\n\r\nTejero Mu\u00f1oz, M., Prieto Barrera, L., \u00c1lvarez Dom\u00ednguez, P. 2017. Educar a la infancia a trav\u00e9s de juegos y juguetes tradicionales: experiencias pedag\u00f3gicas al aire libre. <\/span>Cab\u00e1s. Revista Internacional Sobre Patrimonio Hist\u00f3rico-Educativo<\/span><\/a>,18: 73\u2013106.\u00a0<\/span>\r\n\r\nVV.AA. 2011. <\/span>El Ocej\u00f3n y sus juegos populares<\/span><\/i>. Asociaci\u00f3n Serran\u00eda de Guadalajara.<\/span>\r\n\r\nVV.AA. 2008. <\/span>Cat\u00e1logo exposici\u00f3n. El juguete popular en Guadalajara<\/span><\/i>. Arqueolog\u00eda y tradici\u00f3n, Diputaci\u00f3n de Guadalajara.<\/span>\r\n\r\nVillalva Plaza, A. 1991. Juegos populares en la Alcarria Baja. <\/span>Cuadernos de Etnolog\u00eda de Guadalajara<\/span><\/i>, 17: 95-102.<\/span>","link":"https:\/\/museoecologiahumana.org\/en\/espacio\/temporary-exhibitions\/year-2024\/toys-and-traditional-games-in-the-province-of-guadalajara\/","name":"Toys and traditional games in the province of Guadalajara (Spain)","slug":"toys-and-traditional-games-in-the-province-of-guadalajara","taxonomy":"espacio","parent":2483,"meta":[],"acf":[],"yoast_head":"\nToys and traditional games in the province of Guadalajara (Spain) archivos - Museo de Ecolog\u00eda Humana<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/museoecologiahumana.org\/en\/espacio\/temporary-exhibitions\/year-2024\/toys-and-traditional-games-in-the-province-of-guadalajara\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Toys and traditional games in the province of Guadalajara (Spain) archivos - Museo de Ecolog\u00eda Humana\" \/>\n<meta property=\"og:description\" content=\"The Escuela Provincial de Folklore de Guadalajara (Guadalajara Province School of Folklore) was set up in 1984 with the aim of researching and recovering the traditions and customs of the Province of Guadalajara, Spain. This year we are celebrating the 40th anniversary of a centre created to research and teach the different techniques developed over the years by the different civilizations and cultures that settled these lands over the centuries. This popular lore is learnt in workshops and classrooms at the school so that it is not lost. The school of folklore is divided into two main areas of work: the crafts area with courses of pottery, enamelling, woodwork, restoring, basketry, bobbin lace, clothing and traditional activities; the music and dance area with classes on dancing, singing, accordion, dulzaina (a somekind of oboe), drum, guitar, lute, bandurria (a somekind of mandolin) and violin. Alongside these activities, the school organizes other cultural dissemination work by means of craft demonstrations in the local villages and music and dance performances by the students under the guidance of our teachers, mainly during the local fiestas in nearby villages. In addition, the school undertakes archive and research work into documents, songbooks, traditional patterns and designs, which are rescued by the teachers with the invaluable aid of the students. Thanks to this, we have a library, an audio archive and a video archive at the public\u00b4s disposal and European university students also contribute. Within the widespread meanings encompassed by the word folklore, we find the stories told by the old folk to their young ones at bedtime or the games played in the street, activities for young people. It seems that it is now that we have realized that we must respect nature, now, when all toys work with a battery or mains electricity, toys which arrive from afar with the resulting ecological footprint and its by-product, environmental damage. They already knew of old\u2014we had forgotten\u2014that we must respect our environment and live in balance with it. There was a time when everything was more sustainable, toys were made of wood, with stones or with clay and they didn\u00b4t pollute. As well as having fun, people learnt to preserve them because there were no supermarkets to buy another one. What\u00b4s more, these games were played in the street with all the kids in a group. We have decided that this Temporary Exhibition in the Virtual Museum of Human Ecology, which celebrates our anniversary, should focus on the fun aspect of games, on the one hand, because of the importance of play for an individual\u00b4s development, and therefore of society. On the other hand, because we noticed that within the wide range offered by the museum there was a gap which could be filled by traditional toys, something which the School of Folklore has taken in, preserving, researching, documenting and recovering them. Toys have accompanied the human journey from the start. The first miniatures date back to 3000 BCE. The ones which have come down to us are made of clay, but clearly there must have been wooden ones and even made of bone. There are also remains of toys made of materials which didn\u2019t resist the passing of time so well, made of horn and animal skins, from the Egyptian Empire some 2000 years later. Play, as Plato said, is a way of socialising, not just for humans but for other species too, a means of learning. Culture and values are passed on through play, so it is the main channel for learning at an early age. It is an activity with no practical aim, only an agreeable feeling which generates well-being. Aristotle later added a complementary meaning, play as a therapy after work, a healthy remedy to rest and comfort the soul. Games are linked to human culture. They do not age, but vary according to the life cycle and its educational or recreational purposes. Their variety is as wide as human imagination, ranging from street games, spinning tops, balls to indoor games, dice, board games or games in town squares like skittles and calva\u00a0 (throwing stones at a bit of wood) among others. Younger people played with individual toys, like wooden horses or rag dolls, while adults took part in group games like dice or tejo (like shuffleboard).\u00a0 Freud sets the origin of play in the first relationship of the child with its carer, and the child categorises people as good or bad depending on their willingness to play, getting closer to those who play because they make the child feel safe. Through play, children develop the ability to use objects and relate to people, free to communicate feelings and wishes. Open air play areas are places for socialising and passing on knowledge, where children learn to develop their personality. The street and play become the great shapers of the individual. As Albert Einstein said \u00abPlay is the highest form of research\u00bb. With the selection we have made for this Temporary Exhibition, we aim to show a representative sample of the games which were traditionally played in the Castilian province of Guadalajara. Their simplicity, both in manufacture and in materials or durability, clearly defines the popular culture of the province and its people. The older photos were taken by staff assigned to the Provincial School of Folklore and belong to the School\u2019s photo archive on toys which have been recovered by the monitors at the school during its 40 years of existence.   This exhibition was coordinated by Miguel \u00c1ngel Fern\u00e1ndez Au\u00f1\u00f3n\u00a0with the help of Luis Alberto Larriba Cabezudo, Javier Plaza Garc\u00eda, Margarita Blas Guerra and Santos Beato Hernando from the Escuela Provincial de Folklore de Guadalajara. Special thanks go to Jos\u00e9 Antonio Alonso Ramos, David Serrano, Francisco Toquero Ocha\u00edta, Jos\u00e9 Enrique Bueno Mart\u00edn, F\u00e9lix Nolasco Roche and Jos\u00e9 L\u00f3pez Picazo, invaluable collaborators with their photos and work, which they selflessly donated to the School.   Recommended further reading: Benito, J.F. 2022. Juegos de la calle en la Guadalajara de mediados del siglo pasado. Cuadernos de Etnolog\u00eda de Guadalajara, 52: 385-400. Blanco Garcia, T. 1995. Para jugar como jug\u00e1bamos. Diputaci\u00f3n de Salamanca. Cabrelles Sagredo, M\u00aa.S. La influencia del juego para potenciar el desarrollo infantil en el \u00e1mbito educativo (I). Cort\u00e1zar, A. 1939. Al margen del folklore: los juguetes y sus ra\u00edces psicol\u00f3gicas y est\u00e9ticas.Humanidades, 27: 345-364. Garc\u00eda Rodr\u00edguez, C. (coord.). 1995. Juegosde nuestra tierra. Recopilaci\u00f3n de juegos tradicionales de la provincia de Guadalajara. Elaborado con la colaboraci\u00f3n de los alumnos del I.E.S. Mart\u00edn V\u00e1zquez de Arce de Sig\u00fcenza. Minguet, P. 2005. Juegos de Manos, \u00f3 sea, el arte de hacer diabluras.Edici\u00f3n facs\u00edmil de la edici\u00f3n de 1864, editorial Maxtor. S\u00e1nchez Romero, M. 2022.\u201cLos primeros juguetes de la prehistoria fueron peque\u00f1as figurillas de animales, canicas o miniaturas de objetos adulto\u201d. Sinc. Molinero S\u00e1nchez, F. 2010. Colecci\u00f3n de Juegos Infantiles: el tirachinas. Museo del Juego. Tejero Mu\u00f1oz, M., Prieto Barrera, L., \u00c1lvarez Dom\u00ednguez, P. 2017. Educar a la infancia a trav\u00e9s de juegos y juguetes tradicionales: experiencias pedag\u00f3gicas al aire libre. Cab\u00e1s. Revista Internacional Sobre Patrimonio Hist\u00f3rico-Educativo,18: 73\u2013106.\u00a0 VV.AA. 2011. El Ocej\u00f3n y sus juegos populares. Asociaci\u00f3n Serran\u00eda de Guadalajara. VV.AA. 2008. Cat\u00e1logo exposici\u00f3n. El juguete popular en Guadalajara. Arqueolog\u00eda y tradici\u00f3n, Diputaci\u00f3n de Guadalajara. Villalva Plaza, A. 1991. Juegos populares en la Alcarria Baja. Cuadernos de Etnolog\u00eda de Guadalajara, 17: 95-102.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/museoecologiahumana.org\/en\/espacio\/temporary-exhibitions\/year-2024\/toys-and-traditional-games-in-the-province-of-guadalajara\/\" \/>\n<meta property=\"og:site_name\" content=\"Museo de Ecolog\u00eda Humana\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"CollectionPage\",\"@id\":\"https:\/\/museoecologiahumana.org\/en\/espacio\/temporary-exhibitions\/year-2024\/toys-and-traditional-games-in-the-province-of-guadalajara\/\",\"url\":\"https:\/\/museoecologiahumana.org\/en\/espacio\/temporary-exhibitions\/year-2024\/toys-and-traditional-games-in-the-province-of-guadalajara\/\",\"name\":\"Toys and traditional games in the province of Guadalajara (Spain) archivos - Museo de Ecolog\u00eda Humana\",\"isPartOf\":{\"@id\":\"https:\/\/museoecologiahumana.org\/#website\"},\"breadcrumb\":{\"@id\":\"https:\/\/museoecologiahumana.org\/en\/espacio\/temporary-exhibitions\/year-2024\/toys-and-traditional-games-in-the-province-of-guadalajara\/#breadcrumb\"},\"inLanguage\":\"en-US\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/museoecologiahumana.org\/en\/espacio\/temporary-exhibitions\/year-2024\/toys-and-traditional-games-in-the-province-of-guadalajara\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"MUSEO\",\"item\":\"https:\/\/museoecologiahumana.org\/en\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Temporary exhibitions\",\"item\":\"https:\/\/museoecologiahumana.org\/en\/espacio\/temporary-exhibitions\/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Year 2024\",\"item\":\"https:\/\/museoecologiahumana.org\/en\/espacio\/temporary-exhibitions\/year-2024\/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"Toys and traditional games in the province of Guadalajara (Spain)\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/museoecologiahumana.org\/#website\",\"url\":\"https:\/\/museoecologiahumana.org\/\",\"name\":\"Museo de Ecolog\u00eda Humana\",\"description\":\"Museo Virtual de Ecolog\u00eda Humana\",\"publisher\":{\"@id\":\"https:\/\/museoecologiahumana.org\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/museoecologiahumana.org\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\/\/museoecologiahumana.org\/#organization\",\"name\":\"Museo de Ecolog\u00eda Humana\",\"url\":\"https:\/\/museoecologiahumana.org\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/museoecologiahumana.org\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/museoecologiahumana.org\/wp-content\/uploads\/2025\/07\/logo-meh.svg\",\"contentUrl\":\"https:\/\/museoecologiahumana.org\/wp-content\/uploads\/2025\/07\/logo-meh.svg\",\"width\":1,\"height\":1,\"caption\":\"Museo de Ecolog\u00eda Humana\"},\"image\":{\"@id\":\"https:\/\/museoecologiahumana.org\/#\/schema\/logo\/image\/\"}}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Toys and traditional games in the province of Guadalajara (Spain) archivos - Museo de Ecolog\u00eda Humana","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/museoecologiahumana.org\/en\/espacio\/temporary-exhibitions\/year-2024\/toys-and-traditional-games-in-the-province-of-guadalajara\/","og_locale":"en_US","og_type":"article","og_title":"Toys and traditional games in the province of Guadalajara (Spain) archivos - Museo de Ecolog\u00eda Humana","og_description":"The Escuela Provincial de Folklore de Guadalajara (Guadalajara Province School of Folklore) was set up in 1984 with the aim of researching and recovering the traditions and customs of the Province of Guadalajara, Spain. This year we are celebrating the 40th anniversary of a centre created to research and teach the different techniques developed over the years by the different civilizations and cultures that settled these lands over the centuries. This popular lore is learnt in workshops and classrooms at the school so that it is not lost. The school of folklore is divided into two main areas of work: the crafts area with courses of pottery, enamelling, woodwork, restoring, basketry, bobbin lace, clothing and traditional activities; the music and dance area with classes on dancing, singing, accordion, dulzaina (a somekind of oboe), drum, guitar, lute, bandurria (a somekind of mandolin) and violin. Alongside these activities, the school organizes other cultural dissemination work by means of craft demonstrations in the local villages and music and dance performances by the students under the guidance of our teachers, mainly during the local fiestas in nearby villages. In addition, the school undertakes archive and research work into documents, songbooks, traditional patterns and designs, which are rescued by the teachers with the invaluable aid of the students. Thanks to this, we have a library, an audio archive and a video archive at the public\u00b4s disposal and European university students also contribute. Within the widespread meanings encompassed by the word folklore, we find the stories told by the old folk to their young ones at bedtime or the games played in the street, activities for young people. It seems that it is now that we have realized that we must respect nature, now, when all toys work with a battery or mains electricity, toys which arrive from afar with the resulting ecological footprint and its by-product, environmental damage. They already knew of old\u2014we had forgotten\u2014that we must respect our environment and live in balance with it. There was a time when everything was more sustainable, toys were made of wood, with stones or with clay and they didn\u00b4t pollute. As well as having fun, people learnt to preserve them because there were no supermarkets to buy another one. What\u00b4s more, these games were played in the street with all the kids in a group. We have decided that this Temporary Exhibition in the Virtual Museum of Human Ecology, which celebrates our anniversary, should focus on the fun aspect of games, on the one hand, because of the importance of play for an individual\u00b4s development, and therefore of society. On the other hand, because we noticed that within the wide range offered by the museum there was a gap which could be filled by traditional toys, something which the School of Folklore has taken in, preserving, researching, documenting and recovering them. Toys have accompanied the human journey from the start. The first miniatures date back to 3000 BCE. The ones which have come down to us are made of clay, but clearly there must have been wooden ones and even made of bone. There are also remains of toys made of materials which didn\u2019t resist the passing of time so well, made of horn and animal skins, from the Egyptian Empire some 2000 years later. Play, as Plato said, is a way of socialising, not just for humans but for other species too, a means of learning. Culture and values are passed on through play, so it is the main channel for learning at an early age. It is an activity with no practical aim, only an agreeable feeling which generates well-being. Aristotle later added a complementary meaning, play as a therapy after work, a healthy remedy to rest and comfort the soul. Games are linked to human culture. They do not age, but vary according to the life cycle and its educational or recreational purposes. Their variety is as wide as human imagination, ranging from street games, spinning tops, balls to indoor games, dice, board games or games in town squares like skittles and calva\u00a0 (throwing stones at a bit of wood) among others. Younger people played with individual toys, like wooden horses or rag dolls, while adults took part in group games like dice or tejo (like shuffleboard).\u00a0 Freud sets the origin of play in the first relationship of the child with its carer, and the child categorises people as good or bad depending on their willingness to play, getting closer to those who play because they make the child feel safe. Through play, children develop the ability to use objects and relate to people, free to communicate feelings and wishes. Open air play areas are places for socialising and passing on knowledge, where children learn to develop their personality. The street and play become the great shapers of the individual. As Albert Einstein said \u00abPlay is the highest form of research\u00bb. With the selection we have made for this Temporary Exhibition, we aim to show a representative sample of the games which were traditionally played in the Castilian province of Guadalajara. Their simplicity, both in manufacture and in materials or durability, clearly defines the popular culture of the province and its people. The older photos were taken by staff assigned to the Provincial School of Folklore and belong to the School\u2019s photo archive on toys which have been recovered by the monitors at the school during its 40 years of existence.   This exhibition was coordinated by Miguel \u00c1ngel Fern\u00e1ndez Au\u00f1\u00f3n\u00a0with the help of Luis Alberto Larriba Cabezudo, Javier Plaza Garc\u00eda, Margarita Blas Guerra and Santos Beato Hernando from the Escuela Provincial de Folklore de Guadalajara. Special thanks go to Jos\u00e9 Antonio Alonso Ramos, David Serrano, Francisco Toquero Ocha\u00edta, Jos\u00e9 Enrique Bueno Mart\u00edn, F\u00e9lix Nolasco Roche and Jos\u00e9 L\u00f3pez Picazo, invaluable collaborators with their photos and work, which they selflessly donated to the School.   Recommended further reading: Benito, J.F. 2022. Juegos de la calle en la Guadalajara de mediados del siglo pasado. Cuadernos de Etnolog\u00eda de Guadalajara, 52: 385-400. Blanco Garcia, T. 1995. Para jugar como jug\u00e1bamos. Diputaci\u00f3n de Salamanca. Cabrelles Sagredo, M\u00aa.S. La influencia del juego para potenciar el desarrollo infantil en el \u00e1mbito educativo (I). Cort\u00e1zar, A. 1939. Al margen del folklore: los juguetes y sus ra\u00edces psicol\u00f3gicas y est\u00e9ticas.Humanidades, 27: 345-364. Garc\u00eda Rodr\u00edguez, C. (coord.). 1995. Juegosde nuestra tierra. Recopilaci\u00f3n de juegos tradicionales de la provincia de Guadalajara. Elaborado con la colaboraci\u00f3n de los alumnos del I.E.S. Mart\u00edn V\u00e1zquez de Arce de Sig\u00fcenza. Minguet, P. 2005. Juegos de Manos, \u00f3 sea, el arte de hacer diabluras.Edici\u00f3n facs\u00edmil de la edici\u00f3n de 1864, editorial Maxtor. S\u00e1nchez Romero, M. 2022.\u201cLos primeros juguetes de la prehistoria fueron peque\u00f1as figurillas de animales, canicas o miniaturas de objetos adulto\u201d. Sinc. Molinero S\u00e1nchez, F. 2010. Colecci\u00f3n de Juegos Infantiles: el tirachinas. Museo del Juego. Tejero Mu\u00f1oz, M., Prieto Barrera, L., \u00c1lvarez Dom\u00ednguez, P. 2017. Educar a la infancia a trav\u00e9s de juegos y juguetes tradicionales: experiencias pedag\u00f3gicas al aire libre. Cab\u00e1s. Revista Internacional Sobre Patrimonio Hist\u00f3rico-Educativo,18: 73\u2013106.\u00a0 VV.AA. 2011. El Ocej\u00f3n y sus juegos populares. Asociaci\u00f3n Serran\u00eda de Guadalajara. VV.AA. 2008. Cat\u00e1logo exposici\u00f3n. El juguete popular en Guadalajara. Arqueolog\u00eda y tradici\u00f3n, Diputaci\u00f3n de Guadalajara. Villalva Plaza, A. 1991. Juegos populares en la Alcarria Baja. 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