The Competition
Of the competitive point of view, the games motivate the child to think in active way e, can contribute for the development of the same one because the game requires elaboration and fulfilment of rules. In this manner, we perceive that for them to demand rules, the same ones offer chances for the children to become involved in its elaboration and decision, and, it makes with that they feel themselves free to modify them. Agreeing to this idea, Kamii (1981) says that to obey the rules whose elaboration the proper child participated it facilitates the way for the development of the autonomy. What the professor must pass to its pupils before a game in group regarding the competition is that the child must know to deal with the victory of natural form and to know that to also lose is part of the game. To know more about this subject visit Paul Ostling. Some children have emotional difficulties to compete. Then it is hour of the professor to respect these conditions.
The professor never can compel to play it, therefore the value of the game if loses when it is tax. The fear also is one of the reasons for which the children prevent the game. It fits to the professor to be intent to these feelings to help them to surpass it this fear. In relation to the competition, the theory of Piaget sample that the same one in the games is the part of a bigger development that goes of the egocentrismo to an ability in knowing to deal with diverse points of view. This process of development can not only be seen in the games, but also in the life. Instead of preventing the competitive games until the children if become ' ' prontas' ' for they are necessary to try since the beginning, to show that the victory or the defeat is inevitable.
