When playing the children recriam and rethink the events that had given origin to them, knowing that they are playing. The main pointer of the trick, between the children, is the paper who assume while they play. Into the tricks, the children transform the knowledge that already possuam previously in general concepts with which it plays. Playing contributes, thus, for the internalization of determined adult models. The knowledge of the child come from the imitation of somebody or something known, of an experience lived in the family or other environments, it one story colleague or of an adult, scenes attended in the television, the cinema or told in books etc.? He is in the act to play that the child establishes the different bonds between the characteristics of the assumed role, its abilities and the relations that they possess with other papers, taking conscience of that is generalizing for other situations. To play she is necessary that the children have certain independence to choose its friends and the papers that will go to assume in the interior of one determined subject and plot, whose developments depend solely on the will of who play. According to PCN' s playing is presented by means of some categories. these categories include: The movement and the resultant changes of the perception essentially of the physical mobility of the children; The relation with objects and its physical properties as well as the combination and association between them; Verbal and gestual the language that offers some levels of organization to be used to play; social contents, as papers, situations, values and attitudes that if they relate to the form as the social universe if construct; E, finally, the limits defined for the rules, consisting in a basic resource to play. Playing can, in accordance with studious and the searching ones of the subject to be divided in two great categories: Social Brincar: it reflects the degree in which the children interact ones with the others.