When the child is small, the game is object that determines its action. The game serves to entertain friends at leisure moments, situation in which predominates the pleasure, the will of each one participant freely of the departure. 1.2 – The Toy and the Trick For Mauricio, (2010) the Toy it is developed voluntarily by the trick, through rules that if create through the trick, or that already it is preexisting, through experiments, discoveries, previous learning or through the proper toy, with proper trustworthiness and abilities. that the curiosity, the autoconfiana and autonomy, is part of this rule, these acts develops the language, the thought and the concentration and attention of the person. The human being of course already is born with spirit to play and to give itself with the ardor of the games that invents or those that had learned for tradition, therefore if it believes that the games and the tricks produce pleasant an excitement mental that must exert influences fortificante, therefore are half of these activities that the child arrives to assimilate the intellectual necessities. Ahead of such factors the games and the tricks make possible learning in the infantile education (HUNTER, 2005).
According to Friedman (apud Brotto, 1997, p.12), in this stage, to work playing, it allows to the elaboration of a world of feelings and action with meaning new and critical affective partner. Being able universamente to consider that ema does not exist complete theory of the game, nor admitted ideas, it presents a synthesis of the main projected approaches on the Infantile Game: Socialization: Habits are developed of convivncia; Psychological: It is possible to learn to control its impulses, and pedagogical, working the interdisciplinaridade. Heterogeneidade: The error is seen of positive form, making with that the individual if becomes asset in its process of development. Antropolgico: The way as the game reflects, in each society, the customs and the history of the deferential cultures.