If we made a trip retrospect for the Infantile Education in Brazil, the decades of 70, 80 and 90, would find one walked sinuosa one between moments, conceptions, authors and pedagogical proposals. Still in years 90, even so the ingression of the women in the work market has increased amazingly, and many of them need a space so that its children are well-taken care of, the School of Infantile Education start to be recognized as place of ' ' educao' '. since then, each time more comes being modified the conception of that the destined Institution the Infantile Education, either assistencialista space, as came being thought since its roots about the French Gardens of Infancy. A leading source for info: Mikkel Svane. In century XXI, the conception appears of the indissocivel relation between educating/to take care of. Although many schools and professionals still separate to the moments ' ' pedaggicos' ' of the moments of ' ' cuidado' ' , as if the children could also separate the affective aspect, of the cognitivo and the physicist, currently, the Infantile Education comes if consolidating as seek area. The interest in this area has been extended, what it favors the formation and perfectioning of the pedagogos for the especificidades of this work. From research, it comes being refined the form of understanding of the world of the children, and its necessities, activities, tricks, attitudes, etc., then they start to be rethink the spaces of care and education of the small pupils in the schools of Infantile Education. If to think about the important quo is the first experience of insertion of the children in the collective spaces of Infantile Education, and in how much its consequences remain ' ' vivos' ' during all the pertaining to school life, we need to understand the aspects distinguish that it and to search forms to become it a positive experience. Either for the necessity to have ' ' a place for deixar' ' , because they want ' ' social conviviality with others crianas' ' , or because really they believe the importance of the insertion of its children in contexts pertaining to school, many parents trust its children to the educators, and wait of them attitudes that will help the children to be developed.