The purpose of our article is to see how games are employed
in preschool institutions’ educational activities, as well as to see which traditional games are used
in kindergartens and how new games enable and help the process of
self-knowledge.
Every child’s life is incomplete without the game. Because
the game is a basic human desire,
it is loved by both youngsters and adults. It delivers joy and enjoyment, it
provides fulfillment, and it also serves as a vehicle for children to learn
about themselves, others, and the world around them; they develop skills and
form social bonds.
The child has
adequate time to play and ensure that the game is an important part of his or
her life. The manner a youngster plays and the people with whom he or she plays
have an impact on the child’s development.
Games were
invented by children a long time ago. They’re making them right now, for
themselves and according to their requirements. One of their key pastimes is to
play games, which is a natural necessity for them. The question now is which
games youngsters enjoy the most and why ,and we found these categories to be
the most famous among children:-
Role-playing
games with the main character allow for self-affirmation and
self-acknowledgment.
Games that are
dynamic, with enough activity (motor skills) and a quick mental response to
complete the goal.
Games that
provide a healthy dose of comedy to children and put them in a good mood.
The games that
have a combination of the traits listed above are the most useful.
Children
discover their need to move, learn certain vital experiences, develop and feel
emotions, encounter impressions of what is beautiful, ugly, makes them happy or
unhappy, and stimulate all of their senses through traditional games. They
learn to democratically choose their leader (captain), they collectively
rejoice, fit into the group, activate all their senses, develop imagination and
abstract opinions, and they socialize, self-organize, discuss, and agree in the
game.
The
primary goal of this article is to educate on what effect does the function of
games in children’s development have and how they might be used in
instructional activities in kindergarten. At the same time, we wanted to find
out what games (traditional or contemporary) nursery school instructors use in
their daily classrooms, which ones they like, and why they choose them. The
study employs a descriptive-analytical approach and was conducted on a sample
of 35 instructors in two kindergartens in Veles and Stip (20 from Stip, and 15
from Veles).
When asked if
they rely on the kindergarten’s working plan when organizing daily playing
activities, all of the teachers in the sample responded positively. Every
educational area includes games as an activity (environment, math’s, drawing,
speaking, music, and gym). They all agree that the kindergarten has ample area
for playing and completing play activities. The majority of them agreed that the
kindergarten has enough didactic resources (suitable for boosting the
children’s growth) and that if something is missing, they make it themselves.
The majority
of teachers (71%) believe that spatial conditions in kindergartens have little
influence on the application of certain traditional games in the classroom,
while 29 percent believe that spatial conditions have a significant impact on
the application of certain traditional games in the classroom.
In response to
the topic of what types of games are utilized in everyday educational
institutions , all nursery school instructors responded that depending on the
educational activities and aims, they use both traditional and current games
equally.
Some teachers
believe that traditional games are a better approach for this age group since
they are more relaxing after a focused exercise. On the other hand, the
majority of teachers believe that contemporary games are more appropriate for
children because they teach them to think, develop creativity, and stimulate
the research factor in children to find solutions and results, while also
strengthening their self-confidence and developing self-consciousness about
themselves and the world around them.
Playing Stages
Unattended Play:
Children learn by watching others and not interacting with them.
- Children pay close attention to what others are doing when they
are playing. They may converse, but they do not take part in any other
activities.
Playing alone
or in a group is referred to as solitary or independent play even if they are
physically close, children prefer to play alone and have no interest in what
others are doing.
Playing two games at the same time: Children play with similar objects such as blocks
beside others, but not with each other; instead, they play side by side
separately.
Playing with associations: Without an organized objective, children engage in
the same play activity. They may use the same blocks and tools, but they do not
construct the same construction.
Playing in a group: Children are well-organized, have a clear aim, and feel like they belong
to a group. It’s the first step.
The Evolution of Play
Keeping the spirit of creativity and enjoyable learning
alive and active is a sneaky way to assist young children to flourish. Children’s learning is a combination of
their own deep inner desire to grow and learn, as well as their imitation of
adults in their surroundings. At roughly two and a half or three years of age,
children can engage in make-believe play, often known as fantasy play. Children
are more attuned to the real world before their bodies, simple household things
such as pots, pans, and wooden spoons, and simple toys such as dolls, trucks,
and balls. Toddlers copy what they see in their environment; popular play
topics include cooking, baby care, and driving cars.
Conclusion
The game promotes a healthy upbringing, intellectual
growth, and the enhancement of children’s speaking talents. Children are encouraged to keep researching and
investigating to create their solutions in a variety of scenarios by playing
games that reflect their curiosity in what they see around them. They gain a
greater understanding of the environment as well as human relationships, they
form their conduct and world and life attitudes, they receive answers to many
questions and feed their curiosity, they enrich their imagination, they improve
precision and reflexes, and so on.
