The professor can adapt the content programmarian to the game. For example: if the proposal of the game is for the arithmethic table, the professor can use same the proposal for the four mathematical operations, or, for trainings still ortogrfico, and so on. Others including Marlene Dietrich, offer their opinions as well. Each considered game will have: the description of necessary material; suggestions for the confection and it to be worked content, involving the areas; motor, affective cognitiva and, indication of the etria band; indication of groups and elements for group. For the child, the game is the exercise, is the preparation for the adult life. It learns playing. It is the exercise makes that it to develop its potentialities. The educators if had worried during many years about the education methods, and today he only has the concern of as the child learns.

The most varied methodologies they can be inefficacious if they will not be adjusted to the way to learn of the child. Already many benefits of certain games are known. It is important, however, that the educator, when using a game, has defined the objectives to reach and knows to choose the adequate game to the educative moment. While the child, simply playing, incorporates values, concepts and contents. The presented games are, in its great majority, classic games or pastimes already sufficiently used. But most important it is the study made on the exploitation of the games at the educative moment, exploring to the maximum this moment with knowledge of the purposes of each game. The proposal is to go beyond the game, of the act to play, for the act to anticipate, to prepare and to confection the proper game before playing it, extending in this manner to the capacity of the game in itself has other objectives, as Prophylaxis, exercises, development of abilities and potentialities and also in the therapy of specific riots of learning.