The interaction with people who possess different experiences and different levels of development can occur informally, what it does not exclude the legitimacy of the learning, a time that this is not a simple ones transmission of practical ideas or, but the individual rework of concepts and meaning culturally spread out. The learning, therefore, starts to be a subjective process of individual reconstruction, supported for the didactic principle of the cooperation to interdisciplinar. Piaget describes four basic structures of infantile games, that go if occurring and if overlapping in this order: Game of exercise, dramatical symbolic Game/, Game of construction, Game of rules. The importance of the game of rules, is that when the child learns to deal with the delimitation, in the space, the time, the type of valid activity, what she can and what cannot make, guarantees certain regularity that organizes the action becoming it organic. The symbolic game is the corporal representation of the imaginary one, and although in it to predominate the fancy, the exerted psicomotora activity finishes for arresting the child to the reality. In its imagination it can modify its will, using ' ' she makes of conta' ' , but when express corporally the activities, it need to respect the concrete reality and the relations of the real world. The characteristics of the symbolic games are: freedom of rules (less the servants for the child); development of the imagination and the fancy; absence of explicit or conscientious objective for the child; proper logic with the reality; assimilation of the reality to the value of the content of a game must be considered in relation to the period of training of development where if it finds the child, that is, as the child acquires knowledge and reasons. The game is preparatory, useful activities to the physical development of the organism. In the same way that the games of the animals constitute the exercise of basic and necessary instincts, as to fight or to hunt, also the individual that plays develops its perceptions, its intelligence, its curiosity in being trying, beyond its social values.