Vygotsky (1998) takes as starting point the existence of a relation enters one definitive level of development and the potential capacity of learning. It defends the idea of that, to verify the level of development of the child, we have that to determine at least, two levels of development. First of them would be level of development effective, that if makes through the tests that establish the mental age, that is, those that the child is capable to carry through for same itself, already as of them if it would constitute in the area of potential development, that if it relates to everything what the child is capable to make with the aid of excessively, either for imitation, demonstration, among others. Thus, it means that the child can make today with the aid of the adults or of the equal ones certainly she will make tomorrow alone. For Vygotsky, cited for Baquero (1998), the trick, the game is specific activities of infancy, in which the recria child the reality using symbolic systems, being an activity with cultural and social context. The author tells on the zone of proximal development that is in the distance enters the current level of development, determined for the capacity to decide, independently, a problem, and the level of potential development, determined through the resolution of a problem, under the orientation of an adult, or a capable friend. In the vision of Vygotsky (1998) the symbolic game is as a typical activity of infancy and essential to the infantile development, occurring from the acquisition of the symbolic representation, stimulated for the imitation. In this way, the game can be considered a very important activity, therefore through it the child creates a zone of proximal development, with functions that had not yet ripened, but that it meets in maturation process, that is, what the child will go to reach in a next future.