In century XV, the child was seen as an adult in miniature. It was dressed as adult and it fit decisions as if he was adult. At the time current, in some families, this situation is not very different. The child occupies, many times, the place of center of decisions: it is the authority and they obey it to the parents. It is who determines the hour and where she will go to sleep; if she goes or not to take vaccine; if she goes or not to brush teeth, among others. Some segments of literature and segments exist social worried in acquiring knowledge the adults of the necessities, importance and responsibilities of each paper. Many adult ones when they mention the child to it and what it is pertinent, are mentioned in a pejorativa, disqualified or disrespected way. To play is the verb of the child.
To play is the way as it knows, tries, learns, apprehends, lives deeply, displays emotions, places conflicts, elaborates them or not, she interacts I obtain and with the world. The body is a toy for the child. Through it, it discovers sounds, discovers that she can roll, to turn caper, to jump, to handle, to press, that she can communicate itself. The same toy can serve of different source of exploration and knowledge. A ball for a child of 02 years can be source of interest with regard to size, color and for a child of 6 years the interest can be relationarier: to play and to receive the ball from the other. It is important that the child can play alone and in group, preferential with next children of age. In this manner it has possibility, also, to extend its conscience of same itself, therefore it can know as it is in a group that is more receptive, in one another one that is more aggressive, in that it is leader, in one another one where it is led, among others.