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In the young child with learning difficulties, the quality of the playful experiences of exploring and manipulating his primary environment plays a decisive role in the development of his troubles and the suffering that is linked to them. In therapeutic mediation groups, the identification of and attention paid to typical games represents an analyser of the unconscious dimensions at work in the dynamics of the transference. These different forms of the playful dimension and the enactments that accompany them allow for a reactualization of the first experiences of learning. The proposition of a clinical table listing these typical games constitutes a tool that contributes to creating favourable therapeutic conditions so that games that have been excluded historically from the learning relationship can be experimented with once again with a view to their subjective appropriation.