The present article has for purpose to acquire knowledge the educator of whom the referring problems the Infantile Education are related to practical the educative ones (education method). It is perceived that the educators of the present time need to use themselves of the playful one in the infantile education, therefore, when separating the adult world of the infantile one, and when differentiating the work of the trick, the humanity observed the importance of playing for the child. The effect of playing start to be investigated by the researchers that consider the playful action as metacomunicao, that is, the possibility of the child to understand the thought and the language of the other. Therefore, playing implies a cognitiva relation and represents the potentiality to intervene with the infantile development, beyond being an instrument for the construction of the knowledge of the pupil. playful action as metacomunicao, that is, the possibility of the child to understand the thought and the language of the other. Therefore, playing implies a cognitiva relation and represents the potentiality to intervene with the infantile development, beyond being an instrument for the construction of the knowledge of the pupil.
For Vygotsky (1987), the learning and the development strict are related, being that the children if interrelate with the half social object and internalizando the knowledge happened of a construction process. Playing allows, still, to learn to deal with the emotions. For playing, the child balances the tensions proceeding from its cultural world, constructing its individuality, its personal mark and its personality. But, it is Piaget that in them clarifies playing, implies a evolutiva dimension with the children of different ages, presenting characteristic specific, presenting differentiated forms to play. In such a way, the school must facilitate the learning using itself of activities playful that they create alfabetizador environment to favor the process of acquisition of learning autonomy.