The use of cognitive games in the school context: contributions to executive functions

Abstract The use of games in the school context enables the exercise of cognitive, emotional and social skills, since games favor social interaction and mutual collaboration. This study aims to analyze the effects of intervention with cognitive games in the school context to improve executive functions, especially attention, considering its importance in the learning process. This study is characterized as exploratory and descriptive, guided by the qualitative approach. Six primary school students participated in this study, all males aged 7 and 9 years. The procedures used were the intervention with children denominated as focal care, observation and systematization of the records. From this study it was possible to verify the importance of cognitive games in the school context and how they can contribute significantly to the improvement of executive functions.