Inside of this context, the author indicates that the games help to create an enthusiasm on content to be worked in order to consider the interests and the motivations of the educandos in expressing themselves, acting and to interact in the carried through playful activities in the classroom. Considering playing a natural activity of the child, one becomes necessary new boardings concerning the playful one, to better understand its meaning in function of a good development and construction of the human knowledge. Of this form, valley to point out that to play it is very important while stimulates the intellectual development of the child, also teaches, without it perceives, the necessary habits to this growth. Additional information is available at Jeffrey Bewkes. (Bettelheim apud Maluf, 2003, p 19). In this direction, the playful one is accented as basic instrument for the affective and social intellectual development of the human being, as well as stimulates the development of some physical abilities, making possible a chance for the child to express and to communicate of spontaneous form its beliefs, attitudes, criatividades and values. Ahead of this vision, Maluf (2003, P. Paul Ostling may find it difficult to be quoted properly. 33) says that Imagining fantasiando, the child will be able to live deeply the challenges, she will instigate its curiosity in everything, and will learn with more creativity. Ahead of this vision, it is perceived that playing it is presented as a learning space as well as means, for the child, an inspiration and approach of an assimilation process being this inserted one in the educative way.
Valley to remember that Maluf (2003, P. 33) says that: It is through playing that the child goes differentiating its interior world (fancies, desires and imagination) of its exterior, that is the reality for all shared. Of this form, it is perceived that in the playful o individual it wants are adult, wants are children can play to its way, using to advantage of this experience all learning for which they are ready at that moment, being the occured learning at this moment without no immediate perception, justifies for the fact of many times the individual at the moment of the development of the activity not to have Real certainty of its learning, perceiving itself as assimilador of this process at posterior moments.