Abstract:

Introduction:
Children’s comprehensive development comprises entertainment environments as a way of transforming interpersonal, family, and social relations as a benefit for themselves. In such way and in the early childhood education, games establishes a pedagogical tool for physical education, which strengthens the psychosocial development and the construction of the human knowledge.

Objectives:
I. To identify games as a part of the children’s growing and evolution in their mental and affective development processes.
II. To establish the way in which physical education leans towards the improvement of children’s personal, social and ethical development in the early childhood education.

Theoretical Framework:
Games are the first space in which children learn to establish relationships with their environment and allows them to deal with their own age problems. Cognitive aspects, including perception, memory, language, and everything related to the motor and physical processes become vital in the proper growing of a child. The fact that a child can have an appropriate development of social skills to relate to others, express his feelings and needs, and confront diverse contexts as an interchange mediated by language and playing favours the creation of autonomy and confidence themselves. Therefore, the neuroscientific theory applied to physical education promotes an educational and pedagogical option in the personal development, which involves the interpretation, classification and organization of knowledge on the part of children.

Methodology:
Participants - Children between the ages of four and six. Instruments - Workshop guide in which students will find the instructions of a traditional games, it is divided in three stages:
a) perception and apprehension (with instructions of how to play the game);
b) comprehension and explanation (of the development of the game and its analysis by children); and
c) signification and modelling (it includes the systematization of the children’s experience and setting up of associations made by them to identify what has been learnt).

Procedure :
This work begins in the classroom when the game is explained, then the implementation of the game is done outdoors and finally, it closes up inside the classroom to recollect the meanings and associations made by children during the playing of the game.

Expected Results:
It is expected that:
a) from the educational activities integrated with the physical education and particularly with the use of typical and traditional games, the perception of the child can be stimulated to generate in his mind the ideas and imagination to understand and transform those perceptions into knowledge;
b) the pedagogical tools used in physical education to play the game and demonstrate their psychosocial character as regulating elements of teaching and learning.

Conclusion:
Physical education is directly related to the personal development of children that try to take part in it, by means of recreational activities and everyday actions, not only facilitating the development of the body and motor abilities but also, contributing with the proper ways to relate to others in the different sociocultural spaces in which a child participates.

Keywords:

Early Childhood Education, Physical Education, Psychosocial Development, Games.