THE GAME -A REAL CHANCE OF MODERN EDUCATION (original) (raw)
Related papers
Role of the Game in the Development of Preschool Child
Procedia - Social and Behavioral Sciences, 2013
A child's play is the meaning of its life in preschool age. It was his refuge from fears, field of battles, the polygon of game, achievements and successes, soothing and dreams. There come to the fore desires, aspirations, feelings, thoughts and needs of the child for active action in the environment in which it lives. The game satisfies the biological and psychological needs of children and contributes to their mental, emotional, social and moral development. Different roles in the games, although the product of a child's fantasy, allow the child to gain personal experience of good and bad, about what is positive and what is not in behavior. Games are an important form of entertainment for children and adults, through which children organize independently and they have special educational significance. They are a powerful tool for education because through games children acquire knowledge, enrich their experience, and develop skills and habits. The goal of our research is to investigate how the game is implemented in the educational work of preschool institutions, and at the same time to determine which of the traditional games are used in kindergartens, and how modern games enable and assist the process of coming to self-knowledge.
EVALUATION OF PRE-SCHOOL TEACHERS`OPINIONS ON TEACHING WITH GAMES
For the development of preschool children, games are generally very beneficial and effective. When we look at the education systems of the developed countries in recent years, it is seen that the concept of game is an important activity in terms of children's development. For most of the scientists, game is the best way to get to know and observe the child. And it is the best way to analyze. Children gain many skills while playing. They often learn behavior during playing such as learning, making effective decisions, cooperation, honesty, sharing, respecting the rights of others, liking friends, helping others. By observing the skills during the transition period to adulthood, the child practice and perfect them through the games. This study was conducted in order to determine the views of pre-school teachers about the teaching with games method. In the study, it was tried to determine the general views of preschool teachers on teaching with games, if they prefer teaching with games method, effects of game on learning, game types used in education, until what age children are supposed to play games, which games girls and boys play, which problems teacher encounter while having children play games and suggestions of preschool teachers on teaching with games method. Using the interview method which is one of the qualitative research methods in the research, the data obtained from 50 preschool teachers working in the kindergartens in Gaziantep province were analyzed by content analysis method. As a result of the study, it was found that most of the preschool teachers believe games contribute to motor, cognitive and social development of children, they are also helpful in terms of expressing themselves, they are effective since the learning is fast and permanent with games and children adopt the rules. It was also concluded that children have a strong memory along with their gaming activities, they develop intelligence, children love their school and friends, and that their creative features have improved. Therefore, it can be said that the teaching with games is an important method that contributes to children in almost all dimensions within the development process. However, in terms of teachers' views, physical and environmental conditions should be improved and the necessity of providing in-service trainings in the field of play education has emerged.
Proceedings of INTED2021 Conference 8th-9th March 2021, 2021
Tracing the foundations of school (as schooling) from the ancient era, we can notice that schools were originally conceived as a place of leisure (skholé), understood as a way of life, free from the requirements of satisfying vital needs. But in the contemporary era, school(ing) aims to prepare students for the demands of the labour market. The first view belongs to the “World of play,” the second view – to the “World of work.” This terminology is introduced by us as a development of the ideas of such famous game scholars as J. Huizinga, R. Caillois, B. Suits, M. Csikszentmihalyi, J. McGonigal, B. Burke, P. McDonald, M. J. Roberts, J. T. Wright, and M. V. López. The concepts of the “World of work” (as an involuntary, compulsory activity required for survival and maintaining a standard of living) and “World of play” (as a freely chosen, voluntary activity, which is self-appealing) constitute the theoretical and methodological basis of our article. The goal of the paper is to analyze the implementation of the game approach in education within the framework of the “World of play” and “World of work.” To achieve this goal, we provide a brief historical overview of changes in attitudes to play/work, as well as changes in the play activity itself under the influence of information and communication technologies (ICTs). We have established that the binary division and contraposition of work and play can be traced back to antiquity. Although it seems less relevant in contemporary society, it still retains its significance. The point is not in the activity itself, but in our attitude to it. After all, what is conceptualized as work or play are different aspects of the same activity. We determine that it is the school that uses the phenomenological (and not the actual) nature of this binary division. There are two main ways of understanding the game approach to education: 1) Work-oriented, in which games are instrumentalized into an educationally useful activity that contributes to the destruction of the ‘spirit’ of a game as a self-sufficient activity; 2) game-oriented (a project by M. Prensky and his followers), in which school(ing) itself turns into a game, which is fraught with levelling the socializing function of schooling – preparing students for life that is mainly a world of work and care. In both ways, schooling builds up the learning process, strengthening one of the opposites in this binary opposition. There is a substitution of the essence of the game approach, which is used to ‘colorize’ the educational process that is perceived as something boring and unpleasant. Following Aristotle, Mihaly Csikszentmihalyi, Jacques Rancière, Maximiliano Valerio López, we believe that schooling should eliminate this opposition rather than deepen it, presenting education not as a forced activity and not as fun or entertainment, but as diligent productive leisure, interesting in itself. This is the true meaning of the game approach. We come to understand that both ways, in their extreme versions, are due to a change in the paradigm of perception of the school’s role: From a public good to a social service, which needs a process of ‘marketization’ (like ‘banking education’ by Paulo Freire). In conclusion, we emphasize the need for schools to maintain a balance between the two orientations – the “World of work” and the “World of play.”
Review on study of sporting activity for the reaches school learning
Journal of Human Sport and Exercise - 2019 - Summer Conferences of Sports Science
The threshold of attention is valid for all types of contexts that the child faces from an early age, one of these is their academic performance that often, due to the inability to concentrate, is scarce and obstacle to the relationship between problematic child and his peers and adults. No responsibility is ascribable to children because, certainly, they are suffering from a neuropsychological disorder, nor are they the parents' fault. The pathology that has found space is ADHD (attention deficit and hyperactivity disorder: attention deficit and hyperactivity). It is one of the most frequent neuropsychological disorders of the developmental age, which occurs in pediatric age, characterized by a level of inattention and by a series of secondary seconds that denote hyperactivity and impulsivity. Children with ADHD cannot control their responses to the environment: they are inattentive, hyperactive and impulsive. Such behavior compromises their social and educational life. This pathology is associated, in fact, with disorders of social adaptation, a low level of education and employment, to be considered one of the most important signs, in childhood, of bad psychosocial adaptation in adulthood. The ADHD is too often misunderstood therefore not considered supported by therapeutic interventions. So, the aim of this research in to promote an educational and therapeutic path based on the increase of the hours of sport and motor education (in the extracurricular context) with the aim of improving the attention span, reducing impulsive problems, hyperactivity and stimulating self-control.
Views Of Classroom Teachers On Educational Game Techniques
2018
Various teaching methods and techniques have been benefited in the light of constructivist approach adopted in today's educational system. These methods and techniques provide students to develop more efficient learning participating into the educational process actively and construct the knowledge substantive. One of these techniques is educational games. Educational games provide motivation of students in lessons, develop their physical and mental activities, and increase their active participation into the process. The purpose of this study was to determine the views of classroom teachers on the technique of educational games. The educational that had different types according to their variances and purposes were tried to be determined for what purposes and at what frequency they were used by classroom teachers, and also to what extent classroom teachers had knowledge on these games was tried to be specified. Qualitative research design was used in the study. The study group ...
THE IMPORTANCE OF PLAYING IN PRE-SCHOOL: SOME POSSIBILITIES FOR THE CONSTRUCTION OF KNOWLEDGE BY THE CHILD (Atena Editora), 2022
This article addresses the importance of Play in preschool: Some possibilities for the construction of knowledge by the child. It seeks to value play in a pedagogical vision, in which the space of Early Childhood Education and Preschool became a space to play and rescue the joy of being able to experiment, discover, live and create. Aiming to show the need to create an environment that favors play and play, where the Preschool space facilitates the adaptation and socialization of the child. The methodology used for the study was a review of already written works, being a bibliographic review. Citations from documents such as the National Curricular Reference for Early Childhood Education (1998), authors such as Freire (1996), Rinald (2002), Piaget (1975), Vygotsky (1998), among others, were used. It is concluded that playing and ludic are of fundamental importance in children's training, as well as educators, must promote learning spaces, such as recreation, music, art and affection that are present and that moments of pleasure can be created.
Game-based Activity Method: A Case of Grade 5 Students
Indonesian Journal of Teaching in Science
The main purpose of this research is to further address this gap with pupils to understand further game-based learning. The study was conducted at Tacurong City, Sultan Kudarat. Five students (grade 5) of Tacurong Pilot Elementary School were selected purposively and considered their availability. The researchers used semi-structured questionnaires via an online one-on-one interview with the participants through Google Meet. This was to find out that the game-based activity method makes them more interested in learning and it becomes easier for them generally to answer their homework and activities using the game-based method. It is disclosed that the use of games to show educational content inevitably raises the question of their compatibility with deep learning. Despite their disadvantages, games have a series of undeniable positive features: using one and also the same game to develop several skills in students at once; providing visual, life-like examples for practical situation...
2013
This study is concerned with implementing games as one of the methods used in sport and physical education classes at the 2 nd level stage of primary schools(grades 5 th - 9 th ). Results of the study pointed to the fact that pupils are still very interested in playful activities. These activities are applied in the main part of the sport and physical education classes. Pupils themselves are of the opinion that playing games provides them with a better opportunity to make contact with their classmates more than any other activity, which creates positive conditions for making interpersonal relationships within a group or a class.
Contribution Of Game Traditional To Relationship Social Relations Of Children Schools
EDU SCIENCES JOURNAL, 2020
Playing gives children the possibility of active participation and enables development, achieving confidence and better in relations between groups. Through games children can learn social skills and obtain certain rules in games that are temporarily played. Departing this, the purpose of this study was to see how much the contribution of traditional games to the quality of children's social relations at school. This ability is included in the socioemotional aspect. After knowing, the goal in the future also wants to make a model that contains the procedures for applying traditional play methods in the curriculum / school subjects to be able to help children develop optimally the socioemotional aspects. The research method used is the qualitative and quantitative approaches. Quantitative approaches are used primarily about the presentation of children's social behaviors in school; while the qualitative approach is used more intensively in the analysis of the quality of child...
Through the Diversity of Children’s Game to the Subsequent Learning
The New Educational Review, 2021
Children's game makes a part of children's lives. Th e paper provides partial results of empirical research focused on children's game in the home and school environment. Th e character of the empirical research was diagnostic and quantitative. Th e subject of the research was children's game and its implementation for children under 12 years of age. Th ere were 218 individual respondents from all over Slovakia who participated in the individual interviews. Th ey gave oral answer to questions about the game in their childhood and the way it way realized. Here we also present the approach of teachers and psychologists. Due to political-pedagogical character, we divided the game and the respondents into three categories according to the age and childhood.