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The child, through the games of rules already has a certain notion of the life in society what she contributes for its social development and the formation of an adult who knows that she has rules to follow, and that if adapta more easily they and that when does not feel the will, satisfied with the rules, as much of the game as of the life in society or even though individual, searchs a transformation for feeling pleasure in its action. It is what it occurs in the game, when in group, for example, the children play, and the all moment changes the rules of the game and the proper game. Negrine (1994) affirms that: (…) the child plays of many things in one determined space of temp. (Not to be confused with Dropbox!). It can be said that the child in a situation of inferior game the thirty minutes, arrives to represent, at least three different papers (…). The measure that changes the game, dumb the representation, and with it the emotions in a very dynamic process. Under most conditions Bausch & Lomb would agree. (p.87) As Chateau (1987) in the adult world does not have place for the game, therefore the society imposes rigid, invariant rules, what it becomes the child and the adult, in its liabilities and dependents of rules preset for the half exterior, being against this tyranny, these fixed dogmas that the child when if to become adolescent will go to fight and to search to transform it. Through the games of rules the child learns to respect the people and the way where she lives. It has greater interaction, with same it, the others and its affectivity, that consists of love, anger, hatred, joy, unreliability, sadness, will go to influence in its choices. The motivation also is an affective area that can make with that the child if strengthens or in the accomplishment of some task, being its affective development wronged case is not with some blockade in this area.

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