“The game at this age is a good tool for learning and relationships. In fact, it promotes active and creative relationships on the ground and cognitive relational, the child can change the reality according to his inner needs, to realize its potential and prove to themselves and others in a variety of issues, needs and functions. The teacher avoided, simple improvisations to send their children through the richness and diversity of offers and suggestions for the game of a wide range of communications and stimulation ludiforme useful for the organization of teaching activities in various fields.
“…… Game, rationale and implementation in practice, the climate of kindergarten fun and plays a primary function of the different types of cognitive and social life that is creative. Therefore it is necessary to know and experience the practical form of game content engines: on of free games, these rules, the games with the material to the symbolic exercise programs from the games, imitation games to the popular and traditional. ”
The game is the child’s life, Froebel wrote is the way of being and experiences of children and a wide range of conflicting demands: to do, explore, learn, get rid of unnecessary energy, with himself and with the measured things, communicate, express themselves socializing, too. By the personality of the child is playing, the mixture of magic and fantasy elements with the real test to play, imitating, repeating words someone spends, but also to develop tried and have fun. The game is running in the new guidelines not only as time socializing, happy, free hand, but as a coordinated space-time by the teacher if the child has cognitive benefits. In the nursery must play as a privileged resource for learning and relationships, ie a specific way, the child understood the reality. To take advantage of the game is important, an environment that children who arrive at school who can not relate prepared material and found by rules, but followed a flexible and spontaneous. The various disciplines offer different types of games, which reside in the children to live positive situations and achieve their growth targets useful. But not all games are to achieve the same objectives suitable. Some games will allow a certain range of experiences that are more suitable for other games to other areas. Every game experience leads children to develop certain skills and acquire specific assets important to the identity. But the game is not only organized but also spontaneous or symbolic
