The Role Of The Game In The Kindergarten

The role of the game in the kindergarten

Introduction

The activity that is generally carried out to have fun or distracted, this activity develops in us a certain skill, however, in the child it is a primary activity that fills it with joy and joy therefore it is important that education use as a means the game for the game forReaching children and educating them in a pleasant and fun way for them Dr. Schherschn mentions the following:

“The game is a vital necessity, an activity of exploration, adventure and experience, it is a means of communication and liberation, it is a complete and decisive process for the integral development of the child who through this reaches triumphs, power and categoryof adult person "

As Schherchn mentions the game, just like air and water is a vital need thereExplore their world, a world that begins to know and understand, we must also remember that the game in early childhood is the medium with which children communicate and socially relate to other children. We must understand that the game will be the main promoter in the child’s success since a child who performs the game will have difficulties in the course of his life by not being able to develop certain attitudes that he will need to succeed in life.

Developing

In Flinchum’s investigation, I report that up to 8 years of approximately 80 % of individual learning has already elapsed, which makes us think What activity is mostly done until 8 years?, We can easily respond, the game, from this we can easily conclude the great importance of the game in the life of the human being, as well as for adults it is essential to work, for children it is playing, they are primary activities of the human being based onHis age and stage of his life.

Remembering ours, we can remember our first experiences relating to other children and seeing how the name that best dominated a game easily related to those of more, while the one who did not play it or did not remain excluded from the group.

On the other hand, the Ministry of Development and Social Inclusion gives us the following concept:

“Early child development is a process that covers from the gestation stage to the 5 years of life of the child. It is a progressive, multidimensional, comprehensive and timely process, which translates into the construction of increasingly complex capacities, which allows the girl and the child to be competent from their potential to achieve greater autonomy in interrelationfull exercise of your rights."

Developing autonomy in children is a difficult task, but, as we know, everything is learned, and therefore, everything is taught. In order for our children to be independent and develop some autonomy in their lives, we must educate them and their degree of autonomy and independence will depend a lot on education that we give them.

What happens, generally, is that adults anticipate the actions of children, and they are not allowed to act or do some things that children could do alone. The game is one of the activities that many times the parents controlExperiment, mistakes, fail or right, and all that takes time, depending on the age and learning ability of each child, at first the clear that the child fails and has some accidents but these accidents will be the first experiences that will allowThe student has an idea in the future of what does not commit generated the autonomy in the child to be able to make accurate decisions based on the previous experiences in which in a game fails for not fulfilling a rule for or respecting a ruleetc. To this it should be noted that the majority of games are made based on standards, and as we know life also therefore this will be the first experience in which the child will learn to follow the rules the rules that must comply with.

Knowing how important the game for the child is important, in the same way it is important that the parents, prepare a place in which the child can play and develop without dangers, and even more so that the E2Scuela also provides this environment within the educational centersUnfortunately as education has already become a big business, there are more educational centers that are created in houses that have a small game space in the best of cases and in most they have only the hall where they doYour activities. This in a serious crime in the life of children therefore is the parents that must anticipate this, and look for the ideal place for the child to develop and develop properly.

In the family the game is an activity through which you can get a lot of benefit, because it is a way in which it relaxes, the stress it has for the whole day of work is removed, or it is simply a time of leisure and healthyrecreation. Of course, if we take into account that the game will be done with our children, so that we have a primary time to be able to share with them while listening and knowing their feelings their moods, that is, through the game we will know how to create trust andAffective ties with our sons and daughters using the game as a family integration method.

The game in the classroom serves to facilitate learning as long as pleasant activities are planned, with rules that allow the strengthening of values: love, group tolerance and intergroup, responsibility, solidarity, self-confidence, security, that foster companionshipTo share ideas, knowledge, concerns, all of them -values facilitate the effort to internalize knowledge in a significant way and not as a simple recorder. This knowledge in several areas favor the biological, mental, emotional, individual and social growth of the participants, while promoting a comprehensive and significant development and the teacher makes it possibleInnovative, creative, efficient and effective, where your ingenuity becomes a central axis of the activity.

The role of the educator in the game is of the utmost importance, we know that the educator is a guide and his orientation occurs indirectly when creating opportunities, providing the necessary time and space, providing material and, mainly, forms of game according toThe age of students. And we know that the game can be divided into two aspects the competitive and the non -competitive in both the participation of the student is essential.

In the non -competitive game the student strengthens the activity that the child performs in case has problems to do it will be the student who oriente him to perform the activity that I already achieved, this to reduce the feelings of frustration at the time and on the contraryStrengthen trust and security. In the competitive game there will be a 3 actor who will be the judge or referee, this character will respect the rules and make a call for attention when he sees that they are not fulfilled.

It is very important that after the game there are some moments of reflection and communication between all the students and with the help of the teacher I can share their experience and feeling in the game to learn a little more based on what they played, and see that it was learned throughof the game, this will be planned precisely by the student who before performing his class will choose a game that allows the students to lead to the expected learning.

Some authors recommend that this game process be the same boys or girls who resolve their own conflicts and propose their own rules by making them change them, the educator will only propose the environment and intervene when the rules are completely broken and seethat your students cannot solve the conflict, it is then for the teacher to act as a mediator between them. The educating a serious pedagogical principles for the teaching of games is recommended:

• You must know the game very well before presenting it to students, having the material ready to use and delimit the pitch.
• You must motivate students before and after the game.
• You must clearly and easily explain the game before directing it. You must also demand the attention of the class, for which students must be in a place where everyone can listen. You must give the opportunity to ask questions for a better understanding.
• After explaining the game, it is demonstrated with a small group of students or by the teacher.
• If it wasn’t clear enough, stop the game and correct the error.
• If there is a score, let the players see it, and in the end I mention the winner.
• Before starting a game you must have taught its foundations, in order to develop the skills and skills of the students.
• When the group is ready, you can implement game variations.
• If the game is already becoming monotonous, it must be changed or ended, which will prevent children from getting tired or bored.
• The educator must get involved in the game, showing interest in him.

These are some of the pedagogical principles that they recommend to take advantage of the game and use it as a teaching means so that the child can achieve the necessary skills to function in society, this is a work that the teacher guided by the previous preparation must be carried out by the previous preparation.

The game being such a complete activity for the child’s development added to the appropriate guide of the student can be the basis of triumph in each child therefore the importance of its practice in school life and as a means of learning.

conclusion

The game is a primary activity in the child’s life will be through this that child will acquire the necessary skills to develop properly in society and to future therefore it is the educator who must give him the necessary tools and facilities so that the child can play and inBase to this game learn everything necessary.

For the game to be properly guided by the teacher, it will not only allow the child’s enjoyment but also their physical and emotional development, thereProhibit him from relating to the world around him and excluding it, and this would be a serious crime that both parents and educators should avoid.

Bibliography

• Uceda, p. Q., & Zaldívar, J. Yo. (2013). Waldorf pedagogy and the game in the kindergarten: a unique theoretical proposal. Bordon. Pedagogy Magazine, 65 (1), 79-92.
• Torres, c. M. (2002). THE GAME: AN IMPORTANT STRATEGY. EDUCER, 6 (19), 289-296.
• Sarlé, p. (2011). Initial game and education.