The person is born without becoming and aid educates the external them. Educador/a would have a paper similar to the one of a sculptor, because it is carving the person and this one will be the result of the work of the sculptor solely. They respond these ideas to the movement of the anthropological pesimism, represented by Kant and Durkeim. If we talked about to the movement of the anthropological optimism represented by Rosseau and Montesori, we will see that these understand by education to let do, growth: EDUCERE. In this case the educator is like a gardener who goes clearing the bad ones you boil so that the person grows and arises what there is within her, who is known itself, accepting her possibilities and limitations, so that she is become a being different from the others. It is what car-education is called. Both positions are opposed, because there is no an agreement in the etymological term of the word EDUCATION. But in addition, they are positions, also external, since the person nor is formed solely by the external influence (heteroeducacin), nor reason why she has solely within her (car-education).
Therefore, both processes must of being complementary and arises the anthropological realism, that the person able considers to develop what there is within her, but simultaneously needs some external stimuli. The education is understood etymological like COMPLERE, that means aid and well-taken care of and the educator would be like a traffic regulator, because it educates to the person alternating the positive that there is within her with the influences of the outside. The importance of the game in education is great because it puts in activity all the organs of the body, fortifies and it exercises the psychic functions. The game is a powerful factor for the preparation of the social life of the boy; playing the tolerance is learned, the personality forms and consolidates and the creativity is stimulated.