In accordance with this context we must search new a proposal and use to advantage of conscientious form the playful one as metodolgico instrument during the lessons, making possible a good development in such a way of the child how much of the adolescent. To learn with joy is basic, thus the use of the playful techniques makes with that the child learns with pleasure, joy and entertainment, being excellent to stand out that the playful education is distant of ingenuous conception of pastime, trick and diversion, appraising learning by means of the playful one as a pedagogical and psicopedaggica methodology in what it disrespects the education through playing. In the vision of Chalita (2001 P. 11) ' ' The interaction professor – pupil alone is positive when the necessity of both is taken care of, when it has a complicity, when the interlocutors is partners of a game; the game of the language, of the dialogue, that is something basic. It is to marry interaction with conversao' '.
Playing in relation to the learning composes – of differentiated forms to teach itself, that is, to consider techniques, styles that develop intelligence by means of the tricks and thus to make with that the child is stimulated to the learning, but of one it forms playful. 3. FINAL CONSIDERAES In accordance with Wedge (2007) the brinquedotecas are collective spaces that can be entailed the diverse institutions, as schools, university, hospitals and associations, or to remain as independent entities in public or particular contexts, in which the children disponibilizam diverse toys as support for its tricks. With one to look at psicopedaggico, we observe that the interactions between the children in relation to the playful activities understand in a determinative factor for the proposal of this research, that is, the importance of playing as articulador for the development of the human being, of its abilities, capacities, physicist-motor, psychological and partner-cultural.