Capacity One
Not being that one its initial objective, can be come back and be remanejar its commands. It is a process of go-and-comes constant of the ideas. This not only brings resulted in the cognitivo side, as well as in the affective one, also working its auto-esteem. The capacity to make intuitivas assumptions and logical analyses of these intuitions demonstrates to some of the periods of training and used mechanisms for the brain during the use of some program, being considered an open software. According to Brave (1998), ahead of a situation problem, the apprentice has that to use all its cognitiva structure describing for the computer the steps for the resolution of the problem, using a programming language.
The description of the resolution of the problem goes to be executed by the computer. This execution supplies one ' ' feedback' ' only of what he was requested to the machine. The apprentice will have to reflect on what she was produced by the computer; if the results not to correspond to desired, the apprentice have that to search new information to incorporate the program and to repeat them to it the operation. Softwares closed is those where it does not have intervention of the child, only participation in the actions already previously established. In them, we find games and challenges. We cite as example the game, where it generates pleasure and interest, at the same time it assists in the acquisition of the self-knowledge, teaches to deal with symbols and to think for analogy. The child starts to understand rules and to deal with them. It works the formation of concepts and development of abilities for the construction of meanings, stimulating the curiosity and the inquiry, by means of different ways of representation. Therefore, the game is an important didactic instrument that can and must be used in the institucional education.