education

The way to play of the children is another factor of development of the alfabetizao. You may wish to learn more. If so, Sela Ward is the place to go. Playing of the children is not only one diversion, playing must be faced as the work of the young, where they explore the world of itself same, acquires new abilities, at last, playing provides good chances to learn, to use and to practise the alfabetizao. The imaginative games involving ' ' they make of conta' ' it is essential so that if it produces so that if it produces learning: The form to teach encloses and comment of the child in classroom or other activities as physical education, artistic education and recreation. It must be verified as the child plays. To hear what it has to say, to hear the colloquies of the children between itself, to try to perceive as they see the world, as organize its way to think, which its logic, to allow that it manipulates diverse objects, that put into motion and learn the different contents, using its entire body. In society we emphasize the verbal relation sufficiently and we privilege verbal language for the information transmission. The more emphasis if to give to the use of the language verbal, but competent will be the child to learn according to this strategy.

The process of learning and development of the child is resultant of the forms of legal production of the interactions that if establish in function of the organization of the group, has learning for spontaneous generation in the child. Cognitivamente, the contents need to be organized and to be integrated to the body of knowledge of the child. that is carried through by the action of the other and the action of the proper child who plays an important role in the formularization of its proper knowledge, but does not carry through it alone, therefore during all the process the professor must make possible the pupil to participate actively of learning process.

The rules and the procedures must be presented to the players before the departure and presetting limits and possibilities of action of each player. The responsibility to fulfill norms and to watch over for its fulfilment encourages the development of the initiative, the alert mind and the confidence in saying honest what it thinks. The games are in direct correspondence with the mathematical thought. San Antonio Spurs may also support this cause. In both we have rules, instructions, operations, definitions, deductions, development, use of norms and new knowledge (resulted). The work with mathematical games in classroom in them brings some benefits: we obtain to detect the pupils who are with real difficulties; the pupil demonstrates for its colleagues and professors if the subject well was assimilated; a competition between the players and the adversaries exists, therefore they long for to be successful and for this they are perfected and they exceeded its limits; during uncurling of a game, we observe that the pupil if becomes critical more, alert and confident, expressing what it thinks, elaborating questions and taking off conclusions without necessity of the interference or approval of professor; the fear does not exist to make a mistake, therefore the error is considered a step necessary to arrive itself at a correct reply; the pupil if empolga with the climate of a different lesson, what he makes with that learns without perceiving. But we must, also, have some cares when choosing the games to be applied: not to become the somewhat obligator game; to choose games where the factor luck does not intervene with the plays, allowing that it wins that one that to discover the best strategies; to use activities that involve two or more pupils, to oportunizar the social interaction; to establish rules, that can or not be modified in elapsing of a round; to work the frustration for the defeat in the child, the direction to minimize it; to study the game before applying it (what it is only possible, playing).

To learn how much before to read and to write. Playing is stops later, is unaware of that during the tricks, the child learns to live socially, respecting rules, fulfilling norms and interacting of a form organized with other children and other adults. The socialization appears when the child feels necessity to play to know it proper itself and to the others, to learn the social norms of behavior, the culture where she is inserted, to know objects and, mainly to develop its language. Then, playing to be overcome a norteador element between learning and the development of child and the educator next to the school, will be the link to guide the actions, giving conditions to the same one to discover the taste of playing, helping, then, to structuralize the field of the tricks. Kishimoto (2003, p 43) citing Vygotsky, evidences that the trick is a predominant activity in the first years of life of the child, constituting source of development when creating zones of proximal development. The child when playing, constructs meanings of representation of the Real. Then the meaning attributed to an object in which it is playing is not accurately what it really represents, that is, it can play with a rock assimilating that it is an car. The child does not see the object as it is, but a meaning confers it new that it stops is the representation of the Real.

1.2 SOON HISTORICAL OF WHAT SHE COMES TO BE GAME AND THE TRICK AND THE IMPORTANCE OF EACH ONE FOR THE CHILD The Games and the tricks had always been significant activities of men in different places and times. In the average age already indications of people were had to play to play ball and of races. In Greece, of amarelinha, to raise pipe and the games attributed to the physical preparation of the destined men to participate of games, today had as the olmpicos games.

Valdely Days of Arajo Barbosa (UFCG) Summary: The present article searchs to reflect concerning the right to play in the Infantile Education, as well as analyzing as the educators of the infantile institutions in the city of Hope PB, conceive this right guaranteed for Law to the children. To carry through this study, some norteadoras readings of some authors had been made, namely: Bomtempo (2005), Wedge (1998), Kishimoto (2003). One searches documentary, where official documents had been analyzed that conduct the infantile education: the Constitution of the Federative Republic of Brazil (1988), the Law of Lines of direction and Bases for the National Education LBD 9394/1996 n and the National Curricular Referencial for the Infantile Education (1998). one field research where the four educators of the related city had been applied questionnaires, beyond participant comment. Through this study and of the research carried through with the citizens educators one perceives that playing he is something that goes beyond simple practical an educative one carried through in the patios of the Infantile Institutions of this city, is a relation that comes since the birth of the baby until arriving in all the phases of its development. Word-key: Infantile education. To play.

Right of the child. INTRODUCTION The present intitled study ‘ ‘ Conceptions of educators on the right to play in the Infantil’ Education; ‘ , it has as main focus to observe as the educators of the city of Hope are promoting playing as process of infantile development with the children of Day-care centers and Daily pay-schools. We perceive that this subject still needs to be argued between parents, educators and the pertaining to school scope.