Abstract



Purpose: Toys play an important role in children’s cognitive, social, and physical development, and through incorporating them into library services, public libraries can become dynamic learning centers. This study aims to identify the principles and criteria for selecting toys in public libraries.



Method: This applied research adopted a qualitative approach using thematic analysis. The study population consisted of experts, librarians, and specialists in childhood and toy-related fields, selected through purposive sampling. Data were collected through semi-structured interviews with 27 participants until theoretical saturation was reached. The data were analyzed through thematic analysis at three levels: open, axial, and selective coding.



Findings: A total of 97 open codes, 13 subcategories, and 3 main categories were identified. The main category, “the necessity of using toys,” included transformation in teaching and learning, enhancement of the library’s status, service improvement, development of children’s skills, and strengthening the social role of libraries. The category “principles and criteria for toy selection” comprised five dimensions: physical characteristics, functional features, indigenous–cultural considerations, spatial–contextual factors, and toy typology. The category “toy collection development” included acquisition, development of guidelines, and attention to special groups.



Conclusion: The findings show that toys in public libraries are not merely recreational tools but multidimensional resources with educational, cultural, social, and institutional functions. The results indicate that toy selection and collection development in Iranian public libraries require a comprehensive and indigenous approach that simultaneously considers safety, developmental, cultural, and institutional criteria, providing a basis for informed decision-making by librarians, managers, and cultural policymakers.