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Wednesday, February 02, 2022

What Role Do Games Play In Early Education

 




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.

  1. 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.

Games have a positive impact on each person’s upbringing and development. They are a type of entertainment that has a good impact on children’s sociability (friendship, tolerance, intimate friendships, etc. ), moral, emotional, physical, and mental development, as well as their health.

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