Activity 2: What is a game? Please write your suggestions in the padlet below
Definition of a gameWhat is, however, a game and how to interpret? There is no a clear definition nor a single theory that can explain the role of game in learning and child development.It is a complex and diverse phenomenon involving different instruments, guidelines and events. Several scientists, trying to explain the nature, extent and location of the game in the child's life have developed different interpretations:
"Game is the activity through which children covering all their development needs" (Maxim, 1989).
"Game is exciting activity involving healthy children with enthusiasm and carelessness» (Scales et al., 1991).
Meckley (2002), summarizing the above considerations redefined the definition of game/play as an activity which should include the following characteristics:
Teachers who consistently observe children when playing, can describe a lot of positive points of the game. Through play children enhance social interaction, expression and communication, thus structuring the image for themselves, others and the world.
Its role is essential to mental development and learning of children because it offers stimuli for observation, experimentation, investigation, forecasting, planning, interpretation, hypothetical, produce questions, understanding, fulfilling goals and problem solving.
Moreover, playing, perceive their body, the limits and capabilities, develop their body orientation and adaptation skills to traffic needs and the objects and persons that surround it (Sivropoulou, 1998).
All these influences play unifying function as a holistic learning and development mechanism after an activity: · integrates cognitive, emotional and social stimuli. · Provide meaning for the recruitment of new connections and relationships between ideas, experiences, skills and knowledge. · Facilitate learning exposing children to new experiences, activities and ideas. · Allows children to construct meaning from their experiences.
The educational value of a game have recognized by various international organizations concerned with the education of young children, adopting curricula-based games.
Definition of a gameWhat is, however, a game and how to interpret? There is no a clear definition nor a single theory that can explain the role of game in learning and child development.It is a complex and diverse phenomenon involving different instruments, guidelines and events. Several scientists, trying to explain the nature, extent and location of the game in the child's life have developed different interpretations:
"Game is the activity through which children covering all their development needs" (Maxim, 1989).
"Game is exciting activity involving healthy children with enthusiasm and carelessness» (Scales et al., 1991).
Meckley (2002), summarizing the above considerations redefined the definition of game/play as an activity which should include the following characteristics:
- be a free choice of children,
- be a driven by internal motivation,
- provide pleasure and satisfaction,
- actively involve the players,
- be self-directed,
- be meaningful for the child.
Teachers who consistently observe children when playing, can describe a lot of positive points of the game. Through play children enhance social interaction, expression and communication, thus structuring the image for themselves, others and the world.
Its role is essential to mental development and learning of children because it offers stimuli for observation, experimentation, investigation, forecasting, planning, interpretation, hypothetical, produce questions, understanding, fulfilling goals and problem solving.
Moreover, playing, perceive their body, the limits and capabilities, develop their body orientation and adaptation skills to traffic needs and the objects and persons that surround it (Sivropoulou, 1998).
All these influences play unifying function as a holistic learning and development mechanism after an activity: · integrates cognitive, emotional and social stimuli. · Provide meaning for the recruitment of new connections and relationships between ideas, experiences, skills and knowledge. · Facilitate learning exposing children to new experiences, activities and ideas. · Allows children to construct meaning from their experiences.
The educational value of a game have recognized by various international organizations concerned with the education of young children, adopting curricula-based games.