For Vygotski

Finally, the cognitivo aspect if relates to the development of the intellect during the playful activities. On the other hand, Piaget (1975) also detached the importance of the movements as a way to make possible to the individual the interactions with the environment, standing out the importance of the project sensrio-engine for the development. According to Diem (1979), the poverty in the movements and the lack of movement, not only represents a physical damage, as well as hinders the free psychic evolution. Diverse other psychological chains point with respect to the importance of playing. For Vygotski (1998), it has two important elements in the playful activity of the children as for the games with rules: the game with explicit rule and the game with implicit rule. The first one of these factors is the rules preset for the children and whose fulfilment is not considered a serious lack; for example, in a game of catch-it catches who will be touched by the catching one starts to be the persecutor. This factor directs the child to follow social rules already established by the world of the adults. The other segment is rules that properly are not dictated, but that they are understood as necessary for the pursuing of the game; in the cited example above, it is not placed that the children cannot leave the place of the trick (as example, one squares).

Therefore, the implicit rules offer to the child a notion of agreement of the rules occult, but necessary. Also from the mannering reading it is had that the trick and the games allow a behavior flexibility and lead to a exploratrio behavior until the achievement of the ideal model of if carrying with the next one, result of experiences, conflicts and resolutions of these (BRUNER, 1968). As the necessary body of exercises to leave strongest muscles agile, the brain also needs gymnastics to stimulate its cells, favoring in this way, not only the memory, but the intellectual capacity as a whole, explains the researcher.