Here I, another time am Writing He knows, I do not have excellent subjects on which to argue, not to be my abstinence OF It Yes, another time speaking OF It Thing that tires already me So harrowed and ' ' it are of mo' ' So worthy of my fatigue, and more nothing that comes of me. Worthy only of my disdain But I do not obtain to leave its existence of side It is enough to see it for all my certainties disappear as if never they had at least existed He is sad and until perhaps tragic thinking about as game my time in the garbage thinking in such a way about it, and as I am each time I see that it for close It only needed a possibility to show what it (due to notion) does not perceive But a possibility It would be to ask for excessively?
The thought of intuitiva intelligence is represented by the imediatista perception, without many explanations, leaving clearly that in this period the notion of conservation and change occurs in the field of its visual perception more not of the assimilative one. The new, soon is not accomodated and transformed into knowledge, to little is that it will be internalizado in agreement its performance, manipulation on the object and its biological maturation. In the field of intuitiva intelligence, the child makes use of the imagination and itself to explain the things and the events. As she affirmed Piaget, the children do not reason as the adults, them need worked boardings differentiated when being in the development of its educational learning. In this logic, the game consists in expression and condition for the infantile development, the children when they play assimilate rules and can transform the reality.
When devaluating the natural and spontaneous movement of the child, the structuralized and legalized knowledge ignores the educative dimensions of the trick and the game as rich and powerful form to stimulate the constructive activity of the child. children are more motivated to use intelligence, therefore they want to play well; being thus, they are strengthenn to surpass obstacles, cognitivos how much in such a way emotional. Being more motivated during the game, they are more active mentally. (KISHIMOTO, 2003, P. 96.) It is always good that if it looks for to extend, the experiences of the child in the physical environment, individually and with other children and the active game the child. It is excellent to demonstrate that the game beyond developing the basic abilities of the child, can still develop other characteristics in the educational work, as well as the anxiety, the limits, makes possible the autonomy, develops rhythm perception, increases the attention and the concentration, develops anticipation and strategy, extends the logical reasoning, to develop the creativity, socializes for the collective.