Huizinga (1999) argues that the game is an absolutely primary category of the life, so essential when the reasoning (Homo Sapiens) and the object manufacture (Homo Faber), then the denomination Homo Ludens, wants to say that the playful element is in the base of the sprouting and development of the civilization, what it implies therefore in saying that the playful element is in the base of the sprouting and the development of the civilization. Huizinga defines game as: ' ' a voluntary activity exerted of inside certain definitive limits of time and space, following assented, but absolutely obligator rules freely, endowed with an end in itself exactly, folloied of a feeling of tension and joy and of a conscience of to be different of life cotidiana.' ' For Piaget (1978), playing it consists of the primate of the assimilation on the room, of the relaxation on the tension, of the pleasure on the displeasure, being that the playful activities reach an educative character, as much in the psicomotora formation as also in the formation of the personality of the children. Thus, moral values are acquired as honesty, allegiance, perseverance, hombridade, respect to the social one and the others. The games with rules are considered as an indispensable tool for this process. Through the contact with the other the child goes to internalizar basic concepts of convivncia. Vygotsky (1987, p.117) affirms that in the trick ' ' the child if holds beyond the habitual behavior of its age, beyond its daily behavior; in the toy, she is as if it was bigger of what it is in realidade' '. In its vision, the trick creates a zone of proximal development favoring and allowing that the actions of the child exceed the real development already reached allowing new possibilities it of action on the world. The affective factor includes the relationships intra and interpersonal; when playing, the child goes to try diverse situations, in such a way positive (when she wins a trick, she reaches an objective, she enters in agreement with the colleagues etc.) how much negative (it loses some activity, it does not obtain to carry through the waited one, it enters in conflicts with the colleagues, etc.) and is through these situations that the child will learn to coexist the others.