Pedagogical formation III. Playful formation the decision of if allowing to involve in the infantile magical world would be the first step that the professor would have to give. To explore the universe infantile demands of educator theoretical, practical knowledge, capacity of comment, love and will of being partner of the child in this process. We professors can through the infantile playful experiences get important information in spontaneous playing or guided playing. These discoveries can define criteria such as: The duration of the envolvement in one determined game; The abilities of the involved players; The degree of initiative, creativity, autonomy and criticidade that the game provides to the participant; The verbalizao and language that follow the game; The degree of interest, motivation, satisfaction, apparent tension during the game (emotions, affectivity etc.); Construction of the knowledge (reasoning, argument etc.); Evidences of social behavior (cooperation, contribution, conflict, competition, integration etc.). The application of games, tricks and toys in different situations educational they can be a way to stimulate, to analyze and to evaluate specific learnings, abilities and potentialities of the involved children.
In spontaneous playing we can register the playful actions from: comment, register, analysis and treatment. With this, we can create for each playful action a data base on the same, subsidizing of more efficient and scientific form the results of the actions. It is possible also to make the mapping of the child in its playful trajectory during its experience inside of a game or a trick, searching of this form to understand and to understand its action better and to make safer interventions and disgnostic helping to the individual or the collective one. The information gotten for spontaneous playing allow to diagnosis: Interesting ideas, values and necessities of the collective one or the individual; Period of training of development of the child; Behavior of the involved ones in different playful environments; Conflicts, problems, values etc. With this we can define, from a multicriteria choice, the adjusted playful actions more for each involved child, thus respecting the basic principle of individuality of each human being. No longer to play directed can be considered challenges from the choice of games, toys or tricks determined for a responsible adult or. These guided games can be made with clear intentions to promote the access the learnings of specific knowledge as: scientific, historical, physical, aesthetic, cultural, natural, moral mathematicians, linguistic, etc. and one another intention is to help in cognitivo, affective, social, motor, linguistic the development and in the construction of the morality (in the values). According to professor ALMEIDA (1987) the playful education can have two consequences, depending of or being badly used well: I. the playful education can be a weapon in the hand of the unprepared professor, weapon capable to mutilate, not only the true one.