GAMES AND PLAY IN SCHOOL

Involving the child’s education to the game is not something new. The games were always a form of human activity, both to recreate and educate at the same time. It is understood that the meaning of a child’s life is a joke. By playing it reproduces concrete situations stood in the role of adults, this reflects the attitude of imitation, as it tries to understand his behavior.

For the child’s play is not just a hobby. His plays are related to a fundamental learning, his knowledge of the world through their own emotions. Through games, each child creates a series of questions about life. The same as later, in adulthood, she returned to discover and sort through reasoning.

It is an important educational tool, not always appreciated. Often, when used, is done randomly, without clearly defined objectives. The games have the power to exploit an area often neglected by the school: intuition. Games can be classified into two main categories: motion games and sedentary, in that the predominant mental activity. They are the most commonly used in classrooms, teachers by regents.

Training courses and pedagogy of teaching, not the job of teaching through play. Teachers admit they can not play and therefore have difficulty coping with games in the classroom. This is something urgent that needs to change, besides the lack of space for games in the Plan Political Pedagogical schools.

No related posts.