Today, to work these two aspects in only way is the key so that if reach a full development and a full learning, in all the stages of the life. 4 the GAME IN DEVELOPMENT COGNITIVO the game also is a great ally of the cognitivo development. Beyond being diversion, the game allows that the child is in contact with the reality, collates ideas and searchs solutions. Piaget (apud There TAILLE, 1992, p.49), affirms that: The games of rules are paradigmticos for the morality human being. In first place, they represent an activity interindividual necessarily regulated by certain norms that, even so generally inherited of the previous generations, can be modified by the members of each group of players. (…) In according to place, even so such norms do not have in itself moral character, the respect they had, are it yes, moral (…) Finally, such respect comes from mutual agreements between players and not from the mere acceptance from norms imposed for strange authorities the community from players.

For Piaget (1992), much more of what to stimulate the cognitivo, the game also allows the conscience of the rule, that is, exists the acceptance of the other, the loss and the duties that this child will follow until the adult life. When a child plays a traditional game (for example, amarelinha), it is keeping an infantile culture that exceeds generations, beyond, is clearly, to learn other abilities as numerical sequence, dexterity, attention, etc. The games also allow that the child learns with sufficient easiness concepts of some worked contents. But the professor has to lead in consideration if the same he is pedagogical, if he stimulates the intellectual and affective development, if it is adjusted to the etria band and if it possesss challenges that take the pupil to reflect on what he is being played and as that game can intervene of positive form with its learning.