The intervention program held at the Laboratory of Development and Learning Studies of the University of São Paulo aims to help the participants acknowledge what is necessary to change. When there is professional intervention during children’s play, they are led to find out the importance of thinking before acting, which favors self-organization.
The theoretical framework is based on Piaget’s concepts about self-regulation process and the grasp of consciousness (1975;1978) as well as empirical studies about the use of games and psychological development (De Souza & all., 2014), in particular the ones related to executive functions (Cypel, 2007; Diamond, 2013).
In practice, groups of 10 children aged from 7 to 11 play games with intervention for one hour every week. It takes about three semesters for them to complete a cycle that includes the sequence from games, intervention to more games. These three semesters are needed to consolidate the internal changes.
