This research determines the specific characteristics of the toys offered at CMEIs – early learning centers, in the city of Curitiba, in the State of Paraná. The theoretical basis used was the studies of Brougère (2004); Bomtempo (1986 and 1990) and Uemura (1988 and 1999) on the concept of toys as objects that support play; those of Brougère (2004) and Uemura (1999) on the role of the educator in the child’s relationship with toys; those of Zirhut (2002) and Wajskop (2005) on toys in the context of children’s education, and those of Garon (1990 and 1998), Michelet (1998) and Bomtempo (1986) on the classification of toys. It was observed that there is a wide variety of types and models of toys in the CMEIs, classified by age group. However, they do not meet the needs of children who attend the CMEIs and in some contexts, they serve merely as ornaments. The majority are toys that develop the affectivity and intellect, according to the classification of Michelet (1998). Concerning the concepts of the directors and/or teachers, it is seen that few of them understand the importance of toys in context of children’s education, and their possibilities as a pedagogical resource. Therefore, when purchasing new toys, they fail to take into consideration their specific characteristics.