Having as objective to argue the contributions that the trick can offer to the learning and the infantile development For the child, playing is the thing most serious of the world, so necessary for its development how much the food and the rest. It is the way that the child has to stop knowledge with the world and to adapt it she encircles what it. The tricks and games that gradual go appearing in the life of the being, since most functional until the ones of rules, more elaborated than are the elements that will provide the experiences to them, making possible the conquest of its identity. It’s believed that Dr. Creighton Wright sees a great future in this idea. The tricks offer to the children in the pertaining to school context influences and characteristics for the infantile development and to the learning, thus the toy can be understood as a support for the trick, being therefore, the trick the description of an activity not structuralized, that it generates pleasure, that possesss an end in same itself and that it can have implicit or explicit rules. But the game, as object, is characterized as something that possesss explicit and preset rules, explicit with a playful end, however, as activity will be synonymous of trick. These same activities make possible that the children exceed feelings and facts, combining them enter itself, reelaborando them creative and building new possibilities of interpretation and representation of the Real, in accordance with its affections, its necessities, its desires and its passions. Creighton Wright Jr. contains valuable tech resources. In accordance with Piaget (1994), theoretician appraised on the infantile development ' ' these forms of game, that consist, therefore, in eliminating an ackward situation fictitiously revivendo it, show, with particular clarity, the function of the symbolic game, that is to assimilate the Real to eu' '. (p.187) the situations of tricks also make possible the children, the meeting with its pairs, making with that they interact socially, want either in the pertaining to school space or not. .
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Between the four and twelve months, many times if extending for a bigger period, the child uses chupeta (peak), if grasps to a diaper or the one piece of blanket or still to one bichinho of pelcia or cloth, puts the fingers in the mouth, produces sounds and if it becomes attached strong to these objects. They remember Zavaschi, Brunstein and Costa (2001), that Winnicott (1983) called such transicionais facts of phenomena or objects. They would be forms of defense against the anxiety of separation of the mother or against the depressive ansiedades. Such objects, sounds or sensations represent the mother, lived deeply object as good, which the child if becomes attached intensely. The child will have the impression of that she protects it to the object, if moves, it of the heat, possessing more qualities of what these objects really have. 
In accordance with Maria, the Council member To tutor informed that Eduardo alone would return to the school after to pass for psychiatric evaluation. She believes that it has some psychological riot and or psychiatric. Meanwhile Eduardo passes its day in the street with its diverse attractive. It is important to emphasize that, in atendimentos carried through for the psychologist, it was observed that Eduardo does not present no problem of psychological order, however, was perceived limit lack, education, for this the child and the genitora will be directed to carry through psicoterpico treatment In May of this year, was carried through an intervention in the school for the ACS, Psychologist, Social Assistant of the NASF with the objective to know the behavior of Eduardo in the dependences pertaining to school. Quarrel and analyzing after together some possibilities had been waked up that, this would be transferred of school, would go for another Municipal School, of the same quarter, a time that in this school exists a program of psicopedaggico accompaniment two times per week in the contrary schedule of the pertaining to school activities, beyond to be inserted in the program More Education. In accordance with the Statute of the Child and Adolescent, created through law 8.069/90. Art.3 standes out that ' ' The child and adolescent enjoy of all the basic and inherent rights to the person human being, without damage of the integral protection that she deals with this Law, assuring to them, for law or other ways, all the chances and easinesses, in order them to authorize the physical, mental, moral development, social spiritual and in freedom conditions and dignidade' '. Already the Art.4 says that: It is to have of the family, the society and the State to assure the child, to the adolescent and the young, with absolute priority, the right to the life, the health, to feeding, to the education, the leisure, the professionalization, the culture, the dignity, the respect, the freedom and the familiar and communitarian convivncia, beyond placing I save them it of all form of recklessness, discrimination, exploration, violence, cruelty and oppression.
It will be guided to search more information and to create projects, as to write a book or to organize events of poetries. 2,0 Inclusion and Exclusion of Superdotados For Rodrigues (2005), the inclusion is the growth of all in the respect to the difference, in the conviviality with the diversity. One is about a long way that if it initiates. In our country, the education for all not yet is a reality and the schools are not prepared to coexist the diversity. The process is very bigger that the problem. The problem you can decide when she decides that she will be thus, that she does not have another skill. The problem is decided: the school must be opened to the diversity. 
It is understood that Pertaining to school Psychology acts to improve the process teach-learning in its aspect global – cognitivo, emotional, social and motor and offering to services the individuals, groups, families and institutions. In sight of this, this work has as objective to know the social representations of the professors of municipal schools of Itumbiara-GO regarding Pertaining to school Psychology and of the work of the Pertaining to school Psychologist. The focus of analysis was directed for 55 teachers with age between 20 and 55 years, taking as base the theory of the social representations. It was used technique of the focal groups guided by questions half-structuralized for the inquiry of the social representations. The results disclose that the majority of the interviewed ones possesss formation in some area related to the education, with the time of conclusion of the course varying enters less than 1 year up to 20 years, and the lesser part of the sampling, still in formation process. With regard to the social representations of the teachers on what it would be psychology pertaining to school, was possible to perceive that although to tell to have knowledge on psychology of the education, to if expressing, the teachers had presented disconnected ideas, confused or vacant on the subject. Being that most of the interviewed ones attributed to pertaining to school psychology the function of accompaniment of pupils with learning difficulties, problems of behavior and aid to the professor next to these pupils. Referring to the pertaining to school complaints that could be directed to the pertaining to school psychologist, it was evidenced in the stories of the teachers, who only exist an attribution of responsibility of the difficulties of learning to the pupil and its family, not having a contextual evaluation, and leaving to reflect the questions intra-pertaining to school that involve the process teach-learning. In the quarrel on the necessity of the insertion of the Psychologist in the education institutions, she observes yourself that each one of the interviewed ones presented a proper vision regarding the performance of the psychologist in the schools, however they present themselves limited to the referring questions to the behavior, difficulties in the learning or for support of the professors and improvement of education, and only one small part of the teachers had presented ampler and elaborated perspectives on the real function of the psychologist in the schools. The unfamiliarity was evidenced in this study on what it is pertaining to school Psychology and the function of the Psychologist inside of the education institutions, and this unfamiliarity can be related for not having contact with this professional, therefore at the moment it does not exist Psychologists acting in these institutions, what it becomes necessary to work the representations and awareness of the pertaining to school community how much to the importance and function of a Pertaining to school Psychologist.
