Abstract
This study aims to identify and analyze the ludic activities that have the potential to evaluate and develop voluntary attention. Such identification and analysis were made from the participation of children in the outreach project “Games for development of voluntary care” carried out for children that had complaint of ADHD. The conception of development, learning and ludic activities that guided the project were based on cultural-historical psychology. It was not identified any difficulty in children’s voluntary attention considering the development stage they were in, despite teacher’s complaint of inattention. The hypothesis for the divergence between the analysis and the complaint lodged by the teacher is that the classroom activities were not motivating for the children since attention is directed by the reasons of the activity in the development stage they were in.
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