No longer first meeting of explanation of the period of training, our supervisor in them presented two articles for reading and theoretical referencial so that we could know the work carried through in day-care centers with small children. The texts had been, ' ' The day-care center and playing: alternatives for the education in the first year of vida' ' also, ' ' To take care of, to take care of and to prevent: the day-care center, the education and psicanlise' '. Very interesting texts, therefore, through these, I could enter in contact with the practical ones of taking care of in the environment considered for the period of training, the day-care center. Basically these texts not only approach the thematic one of the importance of the psychoanalysis in the work with babies in the clinical scope, but also as for the detention and prevention of precocious psychic risks. Another point of the text brings the importance of ' ' brincar' ' its implications in the constitution of the citizen. In the following week we arrive then in the quarrel, decision of the subjects and methodology that we would work with the educators in the day-care center.

At the first moment we choose, the communication between educators and parents, focando in the independence of the child and also in the erroneous paper that the day-care center assumes as of responsible for ' ' educao' ' of its children. Another boarded subject was of the external and internal communication and the infantile aggressiveness. During our meeting we speak on what Winnicott claims on the absolute dependence/partial route to independence. We also argue on the facilitador environment and the formation of the patologias and on the importance of the educators in the process of formation of self. The method of approach to the subject used for us during all the meeting, was always in form of dynamics and later a reflection on the proposal of the proper activity.