The toy stimulates intelligence, makes with that the child it frees its imagination and it develops the creativity, it makes with that the child travels in an imaginary world, recriando many times the real world where it lives, therefore the toys are half intermediate between the reality of the life and its natural fragility. Still as this author the trick possesss three characteristics: the imagination, the imitation and the rule. They are gifts in all the types of infantile tricks, as much in the traditional ones, those of make-of-count, as still in that they demand rules. On the basis of such authors, Rousseau and Pestalozzi, verify themselves that, when playing and playing, the child constructs the knowledge. E, for this, one of the qualities most important of the game and the toy is the confidence that the child has when the proper capacity to find the solutions. Confident, it can can arrive its proper conclusions of independent form. It is through the playful one that the child carries through the significant learning.
Thus, if it can affirm that the game and the trick consider child one world of the size of its understanding, in which it tries varies situations. It is evidenced, then, that the action to play is pleasure source and, at the same time, of knowledge. It is through the playful activity that the child if prepares for the life, assimilating the culture of the way where it lives, it if integrating, if adaptando to the conditions that the world offers to it and learning to compete and/or to cooperate with its fellow creatures and still to coexist as a social being. In synthesis, beyond providing to pleasure and diversion, the game, the toy and the trick can represent a challenge, to provoke the reflective thought of the child, them have basic an educative function: it is through them that the child acquires the first representation of the world and, is by means of them, also, that it penetrates in the world of the social relations (as already was said), and develops an initiative sense mutual aid.