In this phase, the child becomes free itself entirely of the object, presents hypothetical thought? deductive, she keeps dialogue, she is cooperative, she is interested themselves for social transformations, she argues subjects, she considers points of view and she arrives the conclusions in its hypotheses. Thus, the phase is important terms always in mind where the child if finds to be able to select the activities and games that we will go to consider to them. Remembering whenever the child is not an adult small e, what she will go to determine its interest will be almost always the activities playful, therefore they are these that provide to greater pleasure to them. The form as the professor works the playful activities, games and tricks with rules, is of basic importance to help the child in the construction of its affectivity, to extend its language, its knowledge, its psicomotoras abilities e, at last, its cognitivo and partner-relationary development. In this boarding, it is observed that the game is a pedagogical resource of great importance in the significant learning of the child.
Reporting us it Celso Antunes (2005), fits to the professor to create the favorable conditions so that a new information when interacting with existing excellent concepts in the cognitiva structure of the child effectively is assimilated; transforming the information into knowledge, thus occurring the significant learning. In this direction, Jurema Walnut (2003) affirms that the game in classroom is estimulador of the construction of the thought, the knowledge and the autonomy. EXPERIENCE STORY: WORKSHOP WITH SYMBOLIC GAME Since 2004, at least a time for semester, psicopedagogas of Nucleus II develops with the teachers of the Home of the Child an activity of preventive institucional psicopedagogia, as the objective to provide subsidies to the construction of prxis pedagogical compromised with the significant learning of the children and adolescents, in the perspective to stimulate the development of the reasoning logical-mathematician, the reading and the writing, valuing the game as facilitador instrument of the learning and the cognitivo and partner-relationary development.