It facilitation of the significant learning does not rest in certain qualities of attitudes that exist in the personal relationship between facilitador and estudante.' ' For in such a way, the relation professor and pupil, according to Rogers, is most basic of these attitudes where it comes to favor the learning. Still on this question (ROGERS, 1986, p.130) it admits that: ' ' The professor who if worries about the student, appreciates who it, that she trusts it, creates a much more favorable climate for the learning. He is that ' ' I appraise it for the student or its acceptance (…) constitutes an operational expression of its faith and essential confidence in the capacity of the organism humano' '. Another important factor that it must be part of the teaching action is the concern of the professor in reaching the considered objectives, taking it a healthful and constructive collection of favorable results for the growth of the pupils, always standing out the importance of the learning as better form of if getting knowledge. Freire (2006) fortifies this thought when it clarifies in them that we live in the authenticity demanded for the practical one to teach and to learn, in this movement dialgico, can perceive that all participate of a total, directive experience, politics and, searching always new knowledge and sources one better knowledge to be learned of clear and beneficial form for both the parts where it involves the education.

In this perspective, learning if becomes attractive when the pupil feels its ability reflected for the attitudes and inserted methods, in the motivation in classroom, leading in account the pleasure for learning and not being faced as didactic obligation. So that this is favorable, the professor will have to awake in its pupils the curiosity of its action in the development of the activities. The educator must be worried, beyond the scientific knowledge and information absorbed for the pupil, the construction of its citizenship.

Piaget Activity

To use of games in educational situation is basic, according to Piaget (1975), therefore is by means of them that the child assimilates the intellectual realities, hindering that these remain exterior its proper intelligence. To play is so important for child as to work it is for the adult. The trick becomes becomes childish active, creative and it of the chance to become related with the others, leaving it happy e, therefore, becomes more inclined to be kind, to love the next one being solidary. The child has proper characteristics and to reach the adult thought (abstract), it needs to cover all the stages of its physical, cognitivo, social and emotional development. Its first support at this moment is family. Playing, the child develops potentialities.

It compares, analyzes, nominates, measures, associates, calculates, classifies, composes, appraises, creates, deduces Its sociability if develops; it makes friends, she learns to share to respect the right of the others and norms established for the group, and to become involved themselves in the activities only for the pleasure to participate, without aiming at you reward nor to fear punishments. Playing, the child will be searching felt for its life. Its health, physics, emotional, intellectual, depend to a large extent on this playful activity Frobel define playing as free action of the child, adoption of the supervision that becomes related with interest in conceiving it as efficient form to generate ideological and social unit in ethical population and distinct social classrooms. Considering playing as a spontaneous of the child, conceiving support for education allowing variations, however as free activity, however guided activity. The froebelianas conceptions of education, Man and society are closely tied when playing. In this way, playing as spontaneous free activity and, is responsible for the physical, moral, cognitivo development, dons and toys, objects that subsidize infantile activities. The trick is part of the life child and to include the game and trick in the School has as estimated the double aspect to serve to the development of the child, while individual, and the construction of the knowledge, processes these strong linked ones.