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1
Hota, Monali, and Maud Derbaix. "A real child in a virtual world." International Journal of Retail & Distribution Management 44, no. 11 (November 14, 2016): 1132–48. http://dx.doi.org/10.1108/ijrdm-12-2015-0183.
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Purpose The purpose of this paper is to examine whether children’s online play and participation in massively multiplayer online role playing games (MMORPGs) is leading to the development of virtual retail shopping motivations and behaviours. This exploratory study also examines the influence of age-related differences in children’s social and consumer development vs adults and gender on this. Design/methodology/approach The study was conducted using two focus groups and ten in-depth interviews with 20 French children between the ages of eight and 12 years. Findings Results show that children’s online play and participation in MMORPG communities is leading to the development of virtual retail shopping motivations and behaviour through the purchase of virtual tools and accessories by all children using virtual in-game money. But these motivations are very gender specific due to the overarching importance of gender-specific motivations for achievement. Boys engage in virtual retail shopping because they need in-game progress and power gains, while girls engage in virtual retail shopping because they need social status enhancement. Research limitations/implications Research should be conducted on children in different age groups. All aspects of the process and consequences of children’s participation in online gaming communities should be examined more comprehensively. Quantitative research is required. Results may also vary with country and cultural context. Practical implications First, children between eight and 12 years of age are active consumers (influencers and buyers) for all companies. MMORPGs provide the perfect setting for better understanding of children’s motivations and behaviour regarding virtual retail shopping because they provide virtual in-game money for different achievements that children use to engage in such behaviour. Second, MMORPG companies can benefit by taking into account gender differences in children’s motivations and the importance of the games’ social dimensions and interactions when designing the games. Social implications First, the risks of playing computer games for children in terms of playing violent games and leading a virtual life must be considered and studied carefully by public policy officials. Second, public policy officials that look into online gaming should take into account gender differences in children’s motivations and the importance of the games’ social dimensions and interactions when monitoring online games. These are issues that are not only developing children’s abilities as social actors but may well be promoting excessive materialism aided by the formation of online peer groups. Originality/value This is the first study on children’s online play and participation in MMORPGs in the consumer context and will help us to understand children’s mind-set and motivations for retail activities in this unique retail setting. The study results show that children’s online play and participation in MMORPGs is leading to the development of virtual retail shopping motivations and behaviour that are very gender specific unlike adults.
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Buboviča, Jana. "Didactic game for 5-6 years old children's cognitive development." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 531. http://dx.doi.org/10.17770/sie2014vol1.784.
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The article raised in 5-6 year-old children's cognitive development process and contributing factors. Emphasizes the didactic essence of the game and the importance of a child's life activities. It describes the structure and benefits of the child during the game. Target for updating the didactic significance of the game for 5-6 years old children's cognitive development in order to obtain a practical study, affirmative or negative information.A study conducted by demonstrating the usefulness of didactic games the child's cognitive development, for example, 69.3% of girls and 60.2% boys have mastered the ability to observe and explore, show curiosity and a desire to solve problems, demonstrate constructive thinking.
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Rahayu, Sri Lestari, and Fujiati Fujiati. "Penerapan Game Design Document dalam Perancangan Game Edukasi yang Interaktif untuk Menarik Minat Siswa dalam Belajar Bahasa Inggris." Jurnal Teknologi Informasi dan Ilmu Komputer 5, no. 3 (August 23, 2018): 341. http://dx.doi.org/10.25126/jtiik.201853694.
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<p class="Abstrak">Pentingnya belajar bahasa inggris pada usia dini dikarenakan bahasa inggris merupakan bahasa internasional. Metode belajar pada anak usia dini adalah belajar sambil bermain, anak-anak juga akan lebih mudah untuk menerima informasi dalam bentuk multimedia. Media pembelajaran yang interaktif akan membantu anak dalam menguasai pelajaran bahasa inggris sejak dini. Pada penelitian ini penulis membuat Game edukasi sebagai media pembelajaran yang interaktif. Dalam pembuatan game edukasi yang interaktif dibutuhkan perancangan Game Desain Document. Pada saat anak belajar dengan metode konvensional maka anak akan susah memahami dan cepat bosan karena anak belajar dari buku dan mendengarkan guru menjelaskan tetapi dengan adanya game edukasi sebagai media pembelajaran yang interaktif maka diharapkan akan memudahkan anak dalam mempelajari, memahami dan menguasai bahasa asing khususnya bahasa inggris. Aplikasi game yang dibangun menggunakan metode Game Design Document (GDD) dan metode perancangannya menggunakan metode waterfall. Adapun hasil dari penelitian ini berupa aplikasi media pembelajaran dan mendapatkan nilai presentase 80% dari kuesioner yang diisi oleh pengguna.</p><p class="Abstrak"> </p><p class="Abstrak">Abstract</p><p class="Abstrak">The importance of learning English at an early age because English is an international language. The method of learning in early childhood is learning while playing, children will also be easier to receive information in multimedia form. Interactive learning media will help children to master English language lessons early. In this study the author makes educational games as interactive learning media. In making interactive educational games, it is necessary to design a Document Design Game. When the child learns by conventional methods, the child will be difficult to understand and get bored quickly because the child learns from the book and listens to the teacher explaining but with the educational game as an interactive learning media it is expected to facilitate the child in learning, understanding and mastering foreign languages, especially English . Game applications are built using the Game Design Document (GDD) method and the design method uses the waterfall method. The results of this study are in the form of learning media applications and get a percentage value of 80% from the questionnaire filled in by the user.</p>
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Widowati, Evi, Rulita Hendriyani, Efa Nugroho, and Axel Lee Wye Qin. "Children’s Safety Education Model through Child-Friendly Games." Jurnal Kesehatan Masyarakat 14, no. 2 (November 5, 2018): 157–62. http://dx.doi.org/10.15294/kemas.v14i2.14705.
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Children are vulnerable to potential hazards from their environment because of theircognitive, psychological and social developments are in immature stages. Formal educationis still lacking in teaching safety concepts for children, hence a fun educationalmedia for children is needed so that children can learn through child-friendly educativegames. Because of that develop a fun child safety education model is important toimprove children’s knowledge on the importance of safety, so that children can easilyunderstand how to implement safety values in their life. We used Research and Development(R&D) level 1 design to develop children’s safety education game, which consistedof five stages, started from the data collection up to assess the product effectiveness. Theresult was a “snake and ladders of safety” game as safety education media for children.We presented 12 pictures in “snake and ladders of safety” game. This research was conductedon year 2017. Based on the game evaluation, the highest average pretest scorewas 37.9 and the average posttest score increased to 65.5, hence there was an increase ofknowledge on safety by 73.1%. It can be concluded that this game can increase children’sknowledge on safety.
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Hignasari, L. Virginayoga. "Analisis Peluang Usaha Pembuatan Alat Permainan Edukatif Anak Selama Masa Pandemi Covid-19." Jurnal Ilmiah Vastuwidya 3, no. 2 (August 27, 2020): 14–22. http://dx.doi.org/10.47532/jiv.v3i2.209.
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This study aimed to determine the business opportunities for making educational game tools during the Covid-19 pandemic. This research was a qualitative research using literature study method. The data obtained were then analyzed descriptively. The development of children's abilities during this pandemic cannot be underestimated. Parents and teachers must work together to create an effective learning for children. In designing an interesting and effective learning, one must use learning media that can attract children's interest. Therefore educational play tools were a solution to the problems faced by most parents during this pandemic. Educational play tools become a medium for creating meaningful learning activities for children. Seeing the importance of this educational game tool, the public's demand for this media was increasing. This was one of the factors that made selling educational game tools a promising business opportunity. Several manufacturers that produce educational games have experienced an increase in the number of orders and this has resulted in an increase in sales turnover. Business opportunities in the sale of educational game tools based on market analysis will continue to increase. This was because parents' awareness of child development was increasing. Based on this, to start a business in this field a number of things that must be done are starting to become a reseller, expanding the sales network, increasing cooperation with foundations engaged in child education and looking for craftsmen partners to start producing their own.
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Fahrurozie, Azil. "Perancangan Aplikasi Game Edukasi Pengenalan Komputer untuk Anak Didik Usia Sekolah Dasar." STRING (Satuan Tulisan Riset dan Inovasi Teknologi) 4, no. 1 (August 5, 2019): 38. http://dx.doi.org/10.30998/string.v4i1.4273.
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<p><em>This event will be based on research by learning how important the Computer against the primary level, since with the introduction of computerized technology early on then the child will be familiar with computerized technology in the future.From all types of media, interactive entertainment media learning learning through games including one that has more value, because basically the game is for entertainment and with the Foundation of the learning media can make kids or students being more pleased in learning because they can play while learning at the same time.Making this game aims to add insight to children of the importance of technology, through this interactive game expected user or users feel interested and not feel bored in study.The research method used was the Software Development Life Cycle (SDLC) Water Fall and Game Design Document (GDD) who used the stage of the research (1) stage of analysis, (2) the stage of design, the programming phase (3), (4) the stage of testing, (5) stages maintenance.Needs analysis stage includes material and hardware and software requirements specifications.This form of the game is about questions concerning about the device and the computer functions with multiple choice answers.As well as answering the test, players stay clicking one answer to every question that appears by using the games with java applications.</em></p><p> </p>
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Voloshchenko, Nataliia, and Anna Korniichuk. "THE ROLE OF A STORY-ROLE GAME IN FORMING THE MORAL NORMS OF BEHAVIOR OF PRESCHOOLAGE’S CHILDREN." Educational Discourse: collection of scientific papers, no. 13(5) (June 20, 2019): 68–78. http://dx.doi.org/10.33930/ed.2019.5007.13(5)-6.
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It is possible to develop the moral norms and skills of child’s behavior only during the process of the close interaction of an adult and a child. The consideration of the peculiarities of a psychological development of the preschoolage’s children, particularly, the presence of the coordination of the motives, is a necessary condition for the forming their moral behavior. The success of the acquisition of knowledge on the moral norms depends on the moral motives of a child and ability to analyze and estimate them. The researchers draw attention to the necessity of the development of the cognitive and intellectual component during formation of the moral behavior of preschoolage’s children. Besides, the importance of the enrichment of the common moral experience of a child and instilling of the positive character traits during the educations are underlined. A storyrole game is also one more effective mean of the moral education of the preschoolage’s children. Such games help children to build the social relations properly, to express the empathy, distinguish good and evil, encourage to commit moral acts.
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Reifurth, Katherine Rose Nakamoto, Matthew J. Bernthal, and Bob Heere. "Children’s game-day experiences and effects of community groups." Sport, Business and Management: An International Journal 8, no. 3 (July 9, 2018): 257–75. http://dx.doi.org/10.1108/sbm-11-2017-0077.
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Purpose Sport management research that examines children as a distinct group of sport consumers is sparse, and therefore the authors know relatively little about how and why children become fans of sport teams. The purpose of this paper is to explore the game-day experiences of children in order to better understand how these experiences allow children to socialize into the team community and become fans of the team. Design/methodology/approach The authors examine this through exploratory observational analysis and 26 semi-structured interviews with children at professional sporting events. Findings Among the results, it was found that children primarily focus on exploring ways to build membership in the fan community as opposed to initially building connections to the team itself. In addition, those children that watched the games with their peers demonstrated greater in-game emotional responses than those children that viewed the game with family. Research limitations/implications This study provides support for the importance of community membership in the initial stages of sport team fandom as well as the varying effects of different groups within fan communities on child fans. However, further research is needed to increase the generalizability of the results. Practical implications It is recommended that sport teams increasingly target groups that will bring children to games with their peers in order to enhance their game experience and increase their socialization into fandom. Originality/value This paper is one of the first in sport management to directly look to better understand children and the ways in which they become fans of sports teams.
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Chiang, Feng-Kuang, Chun-Hao Chang, Danni Hu, Geran Zhang, and Ying Liu. "Design and Development of a Safety Educational Adventure Game." International Journal of Emerging Technologies in Learning (iJET) 14, no. 03 (February 14, 2019): 201. http://dx.doi.org/10.3991/ijet.v14i03.9268.
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The lack of effective safety education training in curriculum design could expose children to serious safety accidents both in schools and at homes in China. To highlight the importance of safety education, this study was intended to design and implement an adventure video game (AVG) on mobile devices, hoping to improve children’s safety knowledge and skills through interactive gameplay. The proposed AVG app situated children in real dangerous circumstances through roleplaying and then engaged them in learning safety re-lated knowledge through case scenarios. To balance the entertainment and edu-tainment of the game, this app integrated theories of game design and child de-velopment to support its design rationale, including interface interaction and game badges. This app was evaluated through interviews and video analysis so that later improvements were made according to feedback from participants, parents and experts.
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Tolochko, A. V. "FEATURES OF THE APPLICATION OF GAME TECHNOLOGIES DURING SOCIAL STUDIES LESSONS AT SCHOOL." Educational Psychology in Polycultural Space 53, no. 1 (2021): 107–14. http://dx.doi.org/10.24888/2073-8439-2021-53-1-107-114.
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The article focuses on the problems of teaching social studies at high school. The author tries to actualize the use of gaming technologies during lessons. The aim of the study is to determine the effectiveness of the game in teaching social studies to schoolchildren. During social studies lessons, it is necessary to use various teaching methods, one of which is the game. Thanks to the game, the theoretical knowledge gained during the lesson will be much better assimilated by students. Also, thanks to game technologies, it is possible to solve the problem of educational motivation of schoolchildren; it will be interesting for any student to participate in a game. Play activity today is of great importance in the development and education of the individual, as it gives each child an opportunity to feel themselves as a subject of a certain type of activity, to express themselves, to form thier own abilities. During the game, an intellectually passive student can perform such a volume of work that is completely inaccessible to them in a traditional educational situation. In scientific and other pedagogical studies related to play activities, one can find the concept of an "emotional accelerator" of learning. In addition to theoretical research, the article describes a pedagogical experiment, in which 20 students of 10th grades took part. The article says that using various play forms and methods it is possible to alternate between “serious” and “frivolous” work, and thereby ensure sustained attention to the studied material in the classroom, and the study of the course “Social Studies” at high school is a vital necessity. It is important to provide quality education using various active methods and techniques, in particular, using the form of business games.
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Zhelnakova, Lyudmila. "Ecofriendly Environment Design for Disabled Children Development." Applied Mechanics and Materials 584-586 (July 2014): 2395–99. http://dx.doi.org/10.4028/www.scientific.net/amm.584-586.2395.
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The article is devoted to question of ensuring the normal environment for children with limited mobility. This category includes children with impaired hearing, vision, speech, intelligence, musculoskeletal system, disorders of emotional and volitional and with learning difficulties. Such children can successfully live an active, busy life, can adapt to the environment, to learn and develop. Their life and movement restrict the space of the apartment, because these children often don't have the opportunity to attend the kindergarten. In this situation, the creation of intra-garden with game elements may be the only affordable way to commune with nature in a closed volume of apartment high-rise building in a big city. Positive effect of plants on physical and mental health of the child proved scientifically. A properly designed «Green playroom» is able to lighten the mood, stimulate the child to physical activity to relieve stress. Its importance for the inquisitive little man is hard to overestimate. Not only biological, but also «social» connection arise between the child and plants in urban settings. Plants variety of activities child and «heals» indoor climate. Nowadays phytodesign develops actively. «Adaptive» and «game» phytodesign should be its subsections. Its goal is to explore ways of interior landscaping in terms of access for different types of disabled.
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Alexandre, Joana Dias, Rute Agulhas, Helena Carvalho, and Catarina Lopes. "“Aventuras do Búzio e da Coral” – Benefícios do jogo de prevenção universal do abuso sexual para crianças em idade escolar." Análise Psicológica 39, no. 1 (July 8, 2021): 53–64. http://dx.doi.org/10.14417/ap.1601.
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Sexual abuse is a high prevalence problematic that has a very significative and negative impact in a child or young person’s life, its family and the community. Disseminating the usage of universal prevention programs is fundamental. The aim of this study is to analyze whether the game “Vamos prevenir! As aventuras do Búzio e da Coral” (Agulhas et al., 2016), designed to be played by children between 6 and 10 years old, promotes the acquisition of knowledge to deal with eventual sexual abuse situations. We developed a quantitative study (with pre and post test), with a sample of 101 children from that age group, male and female, which had played the game. The results show that children evaluated the game in a very positive way; statistically significant differences in the number of incorrect and uncertain answers were found from the pre to the post test. Although modest, these results show the importance of increasing children’s understanding about sexual abuse enhancing protection factors.
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Gregorc, Jera, Maja Meško, and Mateja Videmšek. "Developing endurance among children in preschool period." Slovenian Medical Journal 90, no. 5-6 (June 30, 2021): 227–41. http://dx.doi.org/10.6016/zdravvestn.2977.
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Introduction: Prior research generally confirms the importance of endurance exercises in preschool period and suggests shorter and less intensive exercises. However, little research has been conducted to show and evaluate different types for developing endurance in preschool period. Our research aims to find out which type of exercise is more suitable for developing endurance for a preschool age child compared to an adult, taking into account developmental characteristics.
Material and methods: A total of 69 preschool children (40 children aged 3 years and 29 children aged 5 years) were included in the study. We measured their heart rates during two types of endurance exercises (uninterrupted walking vs “method of game”). We compared the average heart rate and the actual frequency curves.
Results: Endurance exercise according to the “method of game” allows the child to adjust the effort more individually compared to uninterrupted walking when both exercises are performed with a group of pre-school children. A comparison of heart rate curves showed that when children partook in the “ method of game”, they achieved different heart rate values at the same time. A further analysis of heart rate with 5 selected “time stamps” between the two exercises showed that children achieved statistically significant higher heart rates when performing the “method of game” (1’: Z = 2.20; p = 0.028, r = 0.19; 3 ‘: Z = 4.64; p = 0.00, r = 0.39; 5’: Z = 3.23; p = 0.001, r = 0.27; 8’: Z = 3.82 p = 0.00, r = 0.32; 13 ‘: Z = 3.33; p = 0.001, r = 0.28). The comparison of the mean heart rate values over the entire 13-minute time interval between the execution of the “method of game” (M = 143, SD = 14) and uninterrupted walking (M = 132, SD = 9) was statistically significantly higher in favour of the “method of game” (Wilcox test: Z = 5.83, p = 0.00, r = 0.24). The Mann-Whitney-Test showed that 3-year-old children achieved statistically significantly higher average heart rate during the “method of game” (Z = -2.34 p = 0.020, η² = 0.08) as well as during uninterrupted walking (Z = 3.17 p = 0.002, η² = 0.15). No statistically significant differences between boys and girls were confirmed.
Conclusions: Based on the results obtained, we believe that endurance exercise according to the “method of game” is more suitable for a developing preschool child than uninterrupted walking. The “method of game” also allows the simultaneous implementation of endurance exercise in heterogeneous groups, since the children adapt to the effort themselves, regardless of age. We believe that other types of endurance exercises should be researched and all age groups of preschool children should be included in the research.
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Dovganyuk, A. I. "Subject-spatial environment of children’s playgrounds formation in Moscow." FORESTRY BULLETIN 25, no. 4 (August 2021): 69–76. http://dx.doi.org/10.18698/2542-1468-2021-4-69-76.
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The analysis of the subject-spatial environment of children’s playgrounds is presented. Their special importance in the formation of a comfortable, stable and safe environment for children is highlighted. The importance of selecting play equipment for playgrounds is indicated not only based on its availability and accessibility, but also based on the age-specific characteristics of the child’s perception of the environment. The scheme of using different types of children’s play equipment is proposed, depending on the age of the child (the type of child’s play). The reasons for the lack of interest of children (4–7 years old) are revealed) to the installed gaming equipment and their preferences. The subject-spatial environment is analyzed on the example of 20 playgrounds in the Maryino district of Moscow. The principles of selection of equipment in accordance with the age category of the child, and the problems of spatial placement of this game equipment, designed for children of different ages, on the playground are considered.
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Pontual Falcão, Taciana, Rafael Santos Barbosa, and Tancicleide Simões Gomes. "An Analysis of Interaction Design in Children's Games Based on Computational Thinking." International Journal on Computational Thinking (IJCThink) 1, no. 1 (October 9, 2017): 16. http://dx.doi.org/10.14210/ijcthink.v1.n1.p16.
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INTRODUCTION: Several digital games that aim at developing computational thinking in children have emerged in the last few years, as the importance of such ability is increasingly being recognized. Nevertheless, there are no appropriate methods to determine the quality of these games, which hinders their adoption in formal education settings. OBJECTIVES: The general goal of this research is to contribute to the development of a specific evaluation method for children's games that involve computational thinking. In this sense, the specific objective of this paper is to identify which pedagogical and technical aspects of children's interaction with this type of game are proved relevant for developing computational thinking. METHODS: An analysis of two games based on the logic of programming was performed through empirical observation of children's exploratory interaction, in the light of heuristics for interface usability, consisting thus of a combination of formative and objective evaluation. RESULTS: Analysis showed that the game's environment for experimenting with programming commands and visualizing the consequent effects was not sufficient for effective guidance, revealing the need for a human mediator. The main aspects identified as needing improvement were the forms of instruction provided to the child; the design of visual representations of commands, which embed key logical concepts; the correspondence between children's context and expectations and the games' simulated world. CONCLUSION: Results point to directions for the creation of specific parameters and adapted heuristics for evaluation of games based on programming logic for children. In particular the main open question is how to design a game so that computational thinking concepts are implicit conditions to solve challenges, making the process engaging but above all leading to the construction of complex concepts such as parameterized commands.
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Yerkebayeva, S. Zh, and A. E. Zhumabayeva. "THE IMPORTANCE OF DEVELOPING COMMUNICATION SKILLS IN PRESCHOOL CHILDREN." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 199–206. http://dx.doi.org/10.51889/2020-4.1728-5496.30.
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The article describes the problem of forming communication skills of preschool children. In the context of updating the content of education, the problem of forming communication skills is an urgent socio-pedagogical problem, which means that the positive solution of the level of education of children, the effectiveness of interpersonal interaction with teachers and peers and, in general, the social adaptation of children depends on social teachers. The analysis of key theoretical ideas and personal concepts in the formation of communicative skills of preschool children in relation to each other was carried out. The article considers the socio-historical concept of individual concepts" communication"," communication skills", the grouping of components of communication as activities, the analysis of components of communication activities, communication skills, and communicative abilities. The authors note that during the formation of communication skills, children of age have a need for situational business communication with peers. Joint game activity exists as the content of communication, there is a need for respect and respect from peers. Expanding the circle of communication requires the child to fully master the means of communication, the main of which is speech. At the same time, the components of communication were grouped as communicative activities, and the actions in which the action of communicative skills is carried out, and the components of communicative abilities were considered.
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Şevket, Öznur, and Sadrazam Ejdan. "The place of Cyprus traditional child games in contemporary education." SHS Web of Conferences 66 (2019): 01026. http://dx.doi.org/10.1051/shsconf/20196601026.
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Since the beginning of mankind, games, as multi-purpose activities, have taken place and will continue to function as so in many fields, such as cultural transmission, recognition of traditions, education etc. Traditional games widely adapted by each society are quickly abandoned under the threat of modern technological developments and some are completely forgotton. Some of these traditional games, however, are of particular importance and still preserve their educational values. Particularly the conscious and volitional efforts put into preventing their existence will help the new generations develop contemporary skills which cannot be adapted particularly by electronic games. The aim of this study is to raise suggestions to indicate the educational values and the proper application of some of the child games with exceptional importance among the all.
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Sudarwati, Umi. "PENINGKATAN KEMAMPUAN MEMBILANG 1 – 20 MELALUI PERMAINAN PUZZLE PADA ANAK KELOMPOK B DI TK TUNAS RIMBA 1 SAMARINDA TAHUN PEMBELAJARAN 2016/2017." Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini 3, no. 1 (April 6, 2018): 20–37. http://dx.doi.org/10.24903/jw.v3i1.206.
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The background of this research is the importance of the ability to count for early childhood, to be able to hone the cognitive development of children, especially in the field of mathematics. So the need for learning methods that can meet the needs of children. The formulation of the problem in this research is how to improve the ability of spelled out 1-20 through the puzzle game in the children group B TK Tunas Rimba 1 Samarinda. The purpose of this study is to find out how the puzzle game can improve the ability to count 1-20 children. This type of research is a classroom action research. Research subjects were teachers and children group B TK Tunas Rimba 1 Samarinda. The classroom teacher acts as the executing subject of action and child group B TK Tunas Rimba 1 Samarinda as the subject of the recipient of the action of 15 people. The object of this research is Improved 1-20 through the ability of the game puzzle. Data collection techniques use observation techniques. The research instrument used is observation sheet and documentation in the form of portfolio observation sheet and checklist. Data analysis used in this research is descriptive qualitative with percentage. The result of data analysis is known that the ability of children to be 1-20 through puzzle game in cycle I is got average value 44 with criteria less once, then increase in cycle II by 43%, obtained by average value 63 with enough criteria. and on the third cycle increased by 19%, obtained an average value of 75 with good criteria. So we can get 1-20 children from cycle I to cycle III 70%. The conclusion of this research result that through puzzle game can improve the ability of counted 1-20 early childhood, especially child group B TK Tunas Rimba 1 Samarinda Year Learning 2016/2017.
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DIAKHATÉ, Babacar. "Africa and the West: Between Tradition and Modernity in Shimmer Chinodya’s Dew in the Morning (1982) and Ngugi WA Thiongo’s weep Not, Child (1964)." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 2 (May 8, 2020): 1459–63. http://dx.doi.org/10.33258/birci.v3i2.1009.
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European colonizers have impoverished Africans for spoiling their natural resources. African Anglophone writers such as Shimmer Chinodya and Ngugi WA Thiongo respectively in Dew in the Morning and Weep Not, Child devote most of their writings to land issues and cultural alienation. The aim of this article is to display the strategies of the White man to achieve his objective, and the contribution of his black collaborators to take Africans’ lands. It also reveals the importance of African traditional practices in the resistance against colonialism. Finally, it shows the perpetual quest of western education by Africans to “beat the white in his own game”.
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Turevskaya, R. A., and I. M. Bannikova. "Regression in Conditions of Play Activity in Children with Autistic Spectrum Disorders." Консультативная психология и психотерапия 24, no. 1 (2016): 64–79. http://dx.doi.org/10.17759/cpp.2016240105.
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The study of regression in autism spectrum disorders (ASD) is of particular importance, since it gets us closer to understanding some of the key mechanisms of ASD and makes it possible to operationalize the «penetrating» nature of this developmental disorder. The research uses the model of play behavior to study regressive episodes, which are associated with digression in the level of regulation by meanings and in deliberate organization of play behavior. The purpose of this study is to identify the factors and conditions that cause regressive behavior in children with ASD. Participants: preschool children (5—7 years old) — 18 children with ASD (4 girls and 14 boys) and 18 controls (5 girls and 13 boys). For the purposes of the research a role-playing game had been developed. The game consisted of four stages, in each stage a specific task was assigned to the child. Based on the results of the study a number of factors were revealed that provoke regressive behaviors and affect their number, among them: adoption of innovations, task switching, exhaustion, sensitivity to emotional stress.
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Stonkuvienė, Goda. "EDUCATION OF NATURAL SCIENCE COMPETENCE THROUGH GAMES IN A PRESCHOOL INSTITUTION: CONTEXT OF TEACHERS’ EXPERIENCE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 2 (October 25, 2016): 49–66. http://dx.doi.org/10.48127/gu-nse/16.13.49.
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Nowadays natural science competence in education of preschool age children is increasingly highlighted as it gives not only the cognitive experience of nature, but also encourages children’s study, observation, experimentation activities; educates the right relationship between a child and nature. Both scientists and teachers promote the application of various games in order to organize interaction between a child and nature as well as to educate natural science competence. The observation study of preschool teachers showed that the education of natural science competence is very important, and the significance of natural sciences is associated with the knowledge of natural phenomena, animals and plants, the promotion of the feeling of natural beauty and the ability to observe nature. According to the majority of the respondents, very important aspects of natural science competence are the cognition of natural phenomena, plants and animals; the feeling of natural beauty, and the ability to observe nature. In addition, such expressions of this competence were pointed out as important: the understanding of plant growth and animal life, the education of environmental protection activity skills, the ability to use a variety of means of natural science, the perception of communication between the living and non-living nature. The experience of the vast majority of teachers showed that they describe the game as an activity where the child himself has the opportunity to discover, experience new and deepen existing knowledge of nature. According to them, while playing a child’s ability to think (to analyse, compare, classify) helps to build up the experience of living and non-living nature. The analysis revealed that many games are applied to educate the competence of natural science, but the most popular ones are games with various natural objects; didactic games; table and ecological games. Most teachers often play games in the group’s or institution’s environment (yards), sometimes in the unconventional environment. Game’s compliance with natural science education purposes, child’s age and experience; children’s needs, interests and ideas, and teachers’ competence in relation to games are the most important factors that determine the successful application of games in order to educate natural science competence. In relation to the importance of natural science competence and based on the results of the research analysis, it is possible to forecast the development of this competence through the greater variety of games of natural science content. Key words: preschool education, natural science competence, games, teachers’ experience.
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Magnani, Eliana Maria. "Hora do jogo: os professores estão prontos?" Revista Educação e Emancipação 11, no. 1 (April 27, 2018): 175. http://dx.doi.org/10.18764/2358-4319.v11n1p175-192.
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As ideias discutidas neste texto estão relacionadas às atividades de ensino, de pesquisa e de extensão desenvolvidas a partir de 2012 através da Universidade Estadual do Oeste do Paraná – UNIOESTE. O artigo destaca a importância da classificação e catalogação de jogos educativos, explicitando que é um importante conhecimento proposto aos Centros Municipais de Educação Infantis (CMEIs) localizados numa cidade do Sudoeste do Paraná, CMEIs que, em função de uma lei local, iniciaram a (re) implantação de brinquedotecas em 2007. A metodologia ocorreu em fases, duas delas tendo sido significativas para a revisão da implantação, quais sejam: diagnóstico de como era feita a organização dos materiais existentes nas brinquedotecas, curso sobre a importância da classificação e catalogação dos diferentes tipos de jogos. Para tanto, toda essa revisão foi apoiada nas ideias de Jean Piaget (2010/1946, 1994/1932), pensador que elaborou uma teoria sobre o jogo. Tais conhecimentos serviram para a compreensão de que os professores não estão prontos para esse tipo de atividade didático-pedagógica, pois tal educação é um processo que demanda tomada de consciência da própria práxis, o que requer a (re)aprendizagem a respeito dos objetivos dos diferentes tipos de jogos e do desenvolvimento infantil, sendo que isso precisa ocorrer na formação inicial e na formação continuada dos professores. Para tanto, é mister o envolvimento dos (futuros) professores em atividades lúdicas de ensino, de pesquisa e de extensão realizadas em universidades.Palavras-chave: Classificação de Jogos. Educação Infantil. Formação de Professores. Game time: are the teachers ready?ABSTRACTThe ideas discussed in this text are related the teaching and extension development since 2012, at State University of Western Paraná (UNIOESTE). The article highlights the importance of classifying and cataloging educational games, knowledge proposed for the Municipal Centers of Children Education (CMEIs), located in a city in the southwest of Paraná, which according to a local law began the (re)implantation of toy libraries in 2007. The methodology happened in phases; two of them were significant for the review of the implantation: the diagnosis of how was the organization of existing materials in toy libraries and the course about the importance of classification and cataloging of different types of games. For this purpose, the project was based on the ideas of Jean Piaget (2010/1946, 1994/1932), who elaborated a theory about the game. This knowledge served to understand that teachers are not ready, since that such education is a process that demands awareness of the praxis itself, which requires (re)learning about the objectives of different types of games and child development, which needs to occur in initial and continuing teachers’ development. Therefore, it is necessary the involvement of (future) teachers in playful activities of teaching, research and extension held in universities.Keywords: Game Classification. Childhood Education. Teachers’ Development. Hora del juego: ¿los profesores están preparados?RESUMENLas ideas discutidas en este texto están relacionadas con las actividades de enseñanza, investigación y extensión desarrolladas desde 2012 a través de la Universidad Estadual de Oeste de Paraná – UNIOESTE. El artículo señala la importancia de la clasificación y catalogación de juegos educativos, explicitando qué es un importante conocimiento propuesto a los Centros Municipales de Educación Infantil (CMEIs), localizados en una ciudad del Suroeste de Paraná, CMEIs que, en función de una ley local, empezaron la (re) implementación de ludotecas en 2007. La metodología se efectuó en fases, dos de dichas fases fueron significativas para la revisión de la implementación, a saber: diagnóstico de cómo se organizaban los materiales existentes en las ludotecas, curso sobre la importancia de la clasificación y catalogación de diferentes tipos de juegos. Para ello, toda revisión se apoyó en las ideas de Jean Piaget (2010/1946, 1994/1932), quien elaboró una teoría sobre el juego. Dichos conocimientos sirvieron para la comprensión de que los maestros no están preparados para este tipo de actividad didáctico-pedagógica, pues dicha educación es un proceso que demanda toma de conciencia de propia praxis, la cual requiere el (re) aprendizaje a respecto de los objetivos de diferentes tipos de juegos y del desarrollo infantil, siendo que ello necesita ocurrir en la formación inicial y en la formación continua de profesores. Por consiguiente, es necesaria la involucración de los (futuros) profesores en actividades lúdicas de enseñanza, investigación y extensión realizadas en universidades.Palabras clave: Clasificación de Juegos. Educación Infantil. Formación docente.
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Litasari, Vena Nur, Ratna Handayani Pramukti, Nur Alfi Farikhah, and Ratna Hidayah. "The Importance Of Family Education To Instill Children’s Moral Character In The Era Of Industrial Revolution 4.0." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 213. http://dx.doi.org/10.20961/shes.v2i1.37648.
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Family education is a means of forming the most basic moral character of children. However, in the present era of gadget addiction in children is increased due to lack of attention and parental supervision as well as the failure of the elderly in his distortions. Causing the child to not control a good life pattern. The purpose of this study. To provide an expansion of knowledge and understanding for parents to be able to apply family education. The negative impact on the child one of them makes the child less sensitive to the homework, and addicted to playing gadgets because of the time they are utilizing by playing games. So it is necessary to expand the knowledge and understanding of family education in the hopes that parents can perform their role well through effective parenting patterns to form the values of good children's moral character
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Schladen, Manon Maitland, Kevin Cleary, Yiannis Koumpouros, Reza Monfaredi, Tyler Salvador, Hadi Fooladi Talari, Jacob Slagle, et al. "Toward Evaluation of the Subjective Experience of a General Class of User-Controlled, Robot-Mediated Rehabilitation Technologies for Children with Neuromotor Disability." Informatics 7, no. 4 (October 19, 2020): 45. http://dx.doi.org/10.3390/informatics7040045.
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Technological advances in game-mediated robotics provide an opportunity to engage children with cerebral palsy (CP) and other neuromotor disabilities in more frequent and intensive therapy by making personalized, programmed interventions available 24/7 in children’s homes. Though shown to be clinically effective and feasible to produce, little is known of the subjective factors impacting acceptance of what we term assistive/rehabilitative (A/R) gamebots by their target populations. This research describes the conceptualization phase of an effort to develop a valid and reliable instrument to guide the design of A/R gamebots. We conducted in-depth interviews with 8 children with CP and their families who had trialed an exemplar A/R gamebot, PedBotHome, for 28 days in their homes. The goal was to understand how existing theories and instruments were either appropriate or inappropriate for measuring the subjective experience of A/R gamebots. Key findings were the importance of differentiating the use case of therapy from that of assistance in rehabilitative technology assessment, the need to incorporate the differing perspectives of children with CP and those of their parents into A/R gamebot evaluation, and the potential conflict between the goals of preserving the quality of the experience of game play for the child while also optimizing the intensity and duration of therapy provided during play.
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Sun, He, Jieying Loh, and Adam Charles Roberts. "Motion and Sound in Animated Storybooks for Preschoolers’ Visual Attention and Mandarin Language Learning: An Eye-Tracking Study With Bilingual Children." AERA Open 5, no. 2 (April 2019): 233285841984843. http://dx.doi.org/10.1177/2332858419848431.
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This study examined the role of the “animated eBook advantage” in child bilingual’s Mandarin learning, which has tended to be examined in the acquisition of Germanic languages. With this aim, 102 4- to 5-year-old preschoolers in Singapore were assigned to one of four conditions: (a) animated eBooks (+sound+motion), (b) static eBooks with sound, (c) static eBooks only, and (d) a control condition where children played a math game on an iPad. Three stories were displayed to children each for four times over 2 weeks, while visual attention was traced with an eye tracker. Children’s target words and story comprehension were assessed for the effects of the intervention conditions. The results revealed that children in the animated condition outperform their counterparts in total fixation duration, target word production, and storytelling of one of the stories (Cycling With Grandpa). There were no consistent differences between the two static conditions. Our results indicate the importance of motion in animated eBook design, in line with previous findings.
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Olympia, Robert P., Hannah Wakefield, Bryan Wakefield, and Christopher J. Weber. "Injuries Depicted in Sport-Related Films." Clinical Pediatrics 57, no. 9 (November 28, 2017): 1033–40. http://dx.doi.org/10.1177/0009922817743570.
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The perception that children and adolescents have of injuries may be influenced by their depiction in sport-related films. The objective of this study was to determine the depiction of injuries in a select number of sport-related films. Forty-four films were analyzed. Injury category, on-the-field management, and long-term management were determined for each injury. Major injuries were defined as injuries requiring prompt intervention and immediate discontinuation of sport participation. A total of 49 injuries were depicted, categorized as fracture (n = 11), contusion (n = 10), brain concussion (n = 8), muscle cramps (n = 5), laceration/abrasion (n = 4), ligamentous knee injury (n = 4), shoulder dislocation (n = 2), rotator cuff injury (n = 2), ankle sprain (n = 2), and unspecified injury (n = 1). Of the 38 (78%) injuries considered major, immediate return to the game was the disposition for 13 injuries (34%). Pediatric health care providers, coaching staff, and parents should stress the importance of injury recognition/disclosure and realistic expectations for rehabilitation to pediatric athletes.
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GÜNCAN, Özlem. "A BIBLIOMETRIC ANALYSIS OF THE GRADUATE THESES ON “TOY”." IEDSR Association 6, no. 12 (March 29, 2021): 133–60. http://dx.doi.org/10.46872/pj.259.
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On the one hand, toy is considered as a miniaturized form of objects used by adult people, on the other hand, it refers to materials used as a game tool. However, while the tools used by adult people in their plays are accepted as play materials; the tools that children use while playing play function as toys. In this respect, the toy is the most important part of the child’s plays. For this reason, in this study, the materials used by children in their plays have been accepted as toys and the study has been conducted in this direction. In recent years, with the importance of the child in the tourism sector, child-friendly tourism and child-friendley hotels have been investigated in the tourism literature. Within the scope of this research, the literature review method has been used as a data collection tool and the scans have been conducted in the context of the words “toy”, “play material”, “play object” and “play tool”. By scanning, 100 master and doctoral theses in the database of the Council of Higher Education National Thesis Center and open to access have been reached, and these graduate theses have been subjected to bibliometric analysis. This analysis has been carried out in line with the data parameters specified for bibliometric analysis in the literature. The analysis process was carried out between 13 January and 27 January 2021, and the Excel file was used in the analysis. The findings obtained as a result of the analysis are presented in six stages in the study. According to the results obtained in line with the findings, the importance given to toys has increased with each passing year, toy has become a multidisciplinary study subject and has been subject to different study areas. However, despite the importance of children in tourism and the subject of toys in many different fields, it has been observed that the subject of toys has not yet been reflected in the graduate theses written in Tourism Management Departments. Therefore, this study is expected to be a guide for the tourism field.
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Medeiros, Maria José de Andrade, and José Ozildo dos Santos. "O jogo e sua utilização psicopedagógica na educação infantil." Revista Brasileira de Educação e Saúde 6, no. 1 (April 5, 2016): 36. http://dx.doi.org/10.18378/rebes.v6i1.4122.
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<p>As instituições de educação infantil são capazes de oferecer às crianças condições para a aprendizagem ocorra tanto nas brincadeiras como aquelas advindas de situações pedagógicas intencionais ou orientadas pelos adultos. No entanto, essas aprendizagens, de natureza diversa, ocorrem de maneira integrada no processo de desenvolvimento infantil. O presente artigo tem por objetivo central identificar a importância da utilização psicopedagógica do jogo na Educação Infantil. Os jogos correspondem às atividades lúdicas, intelectuais e afetivas. E, por serem atividades ricas e de grandes efeitos, eles estimulam a vida social, permitindo que as crianças estabeleçam relações de trocas de aprendizagens, constituindo-se métodos de ensino capazes de estimularem as habilidades nos processos de construção do conhecimento. Os jogos são excelentes recursos pedagógicos que o professor pode utilizar no processo ensino aprendizagem. Eles contribuem e enriquecem o desenvolvimento intelectual e social do educando. Tais recursos podem ser utilizados/trabalhados em todas as disciplinas. Contudo, exige-se que sejam adaptados aos conteúdos, à faixa etária e ao contexto, no qual estão inseridos os alunos. No presente artigo, procurou-se demonstrar que os jogos são recursos indispensáveis para o desenvolvimento do processo de ensino aprendizagem na educação infantil, pois os mesmo contribuem para o desenvolvimento cognitivo da criança. No que diz respeito à sua utilização numa intervenção psicopedagógica, esta pode ser tanto para a identificação da dificuldade de aprendizagem, quanto para o trabalho de superação dessa dificuldade, podendo assim, assumir um caráter preventivo ou curativo.</p><p> <strong><em>The</em></strong><strong><em> game and its psychopedagogic use in early childhood education</em></strong></p><p><strong>Abstract: </strong>The educational institutions are able to provide children with conditions for learning to occur in both those games as pedagogical situations arising from intentional or guided by adults. However, this kind of learning, different in nature, occurring in an integrated manner in the process of child development. This article aims to show the central importance of using psychopedagogical Game in Early Childhood Education. The games match play activities, intellectual and emotional. And because they are rich activities and great effects, they stimulate social life, allowing children to establish terms of trade apprenticeships, becoming teaching methods capable of stimulating skills in the processes of knowledge construction. The games are excellent teaching resources that teachers can use in the learning process. They contribute and enrich the intellectual and social development of the student. These resources can be used/worked in all disciplines. However, it is required that are adapted to content, age and the context in which students are placed. In this paper, it was shown that the games are essential resources for the development of teaching learning in early childhood education, because it contributes to the cognitive development of the child. With regard to its use in a psychopedagogical intervention, this can be both for the identification of learning disabilities, and to the work of overcoming this difficulty, and may thus play a preventive or curative.</p>
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Akhmadova, Charos Bakhtiyar kizi. "FORMATION OF PHYSICAL CHARACTERISTICS OF CHILDREN OF PRESCHOOL EDUCATION THROUGH MOVING GAMES." Journal of Central Asian Social Studies 02, no. 01 (January 1, 2021): 88–93. http://dx.doi.org/10.37547/jcass/volume02issue01-a14.
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This article provides practical guidelines for the development of physical qualities of preschool children through movement games, a new approach to the process of preschool education, national traditions, values of the Uzbek people in the upbringing of children, the uniqueness of folk art, Extensive experience and peculiarities of pedagogy, regional-climatic conditions, gender of the child, age, their anatomical-physiological, psychological-hygienic aspects, education of general physical fitness and endurance of the child and harmonization of all positive features 'rin takes over. Children are more likely to be able to distinguish how moving objects are in the air, including the position of a person moving from one place to another. Describes the specifics of how a child's body behaves when running with a partner, how the proportions of the body change as children perform balance exercises, ride a bicycle, and so on. The importance of movement games in healthy development is also highlighted, as well as scientific and methodological work aimed at improving the physical qualities of preschool children to increase physical activity.
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V. Levkova, Tatyana, Natalia V. Shklyar, Elena A. Borisova, Olga V. Karynbaeva, and Olga E. Shapovalova. "PSYCHOLOGICAL HEALTH OF PRESCHOOLERS IN THE CONTEXT OF PERSONAL SOVEREIGNTY OF PSYCHOLOGICAL HEALTH AND ATTACHMENT TO THE MOTHER." Humanities & Social Sciences Reviews 7, no. 6 (December 25, 2019): 1032–39. http://dx.doi.org/10.18510/hssr.2019.76152.
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Purpose of the study: To explore, both theoretically and empirically, the sovereignty of a preschooler's psychological space in the context of his/her psychological health. This paper reflects the idea that the psychological health of preschool children is a reflection of their qualitative interaction with their mothers and depends on the ability of a mother to respect the psychological space of her child.
Methodology: The leading method to study this problem was to establish the ties between the sovereignty of the preschooler’s psychological space, attachment to his/her mother and the preservation of his/her psychological health, which provided a comprehensive view of the peculiarities inherent in the qualitative relationship between mother and child. The main research methods we the questionnaire "Sovereignty of psychological space" by S.K.Nartova-Bochaver (2014a), the projective method "Children's attachment to the mothers based on game samples" by E. V. Skulacheva (2012), and the parent’s survey.
Main Findings: Relying on the evidence from the study of the children’s attachment to their mothers, and indicators of sovereignty of the child's psychological space and the survey of parents, we found that the effectiveness of the mother-child interaction is determined by the type of attachment that may lead to deprivation, integrity or hypertrophy of psychological boundaries.
Applications of this study: The presented research revealed the main attributes of the psychological health of preschool children and the importance of qualitative attachment and preservation of the psychological boundaries of a child. The research results make it possible to provide effective psychological assistance to families with children.
Novelty/Originality of this study: This paper is the first to have revealed that the psychological health of preschool children is determined by the type of their attachment to their mothers and the extent to which the boundaries of their psychological space remain integral and preserved.
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Tkachenko, Valentyna, and Tetiana Dron. "INNOVATIVE APPROACHES TO THE EDUCATIONAL PROCESS ORGANIZATION IN PRIMARY SCHOOL FOR THE NUS." Educational Analytics of Ukraine, no. 2 (2021): 117–27. http://dx.doi.org/10.32987/2617-8532-2021-2-117-127.
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This article considers innovative approaches to the organization of the educational process in primary school within the implementation of the concept of the New Ukrainian School, their role in the development of the child as a person, the importance of transforming the educational process during the reform. The purpose of this material is to review innovative approaches to the organization of the educational process in primary school during the concept implementation in the «New Ukrainian School» (hereinafter – the NUS) with emphasis on the personality-oriented model of education based on the child-centered principles; formation of universal values; structure of educational process and organization of the educational environment. Methods of scientific analysis and methods of texts research were applied to consider the features of the educational process in the conditions of educational system transformation. Among the key aspects of primary education, the ideology of a child-centered approach is considered as the basis of a personality-oriented model of education, within which the organization of the educational process should take into account the rights of each child, his abilities, needs and interests. The material also analyzed the updated structure of the educational process in primary school, in particular its division into two cycles of learning such as adaptive-game and basic, which is one of the ways to implement a personality-oriented model of learning. This distribution takes into account the age features of psychophysiological, cognitive development and needs of students. In the context of the New Ukrainian School, it is very important to create an educational environment, which should be creative and ensure the use of various forms of work, promote the development of students’ sustainable cognitive interest, its development should be coordinated efforts of all participants in the educational process. The results of research on key aspects of the NUS reform are also presented.
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Risco Martínez, Sebastián Guillermo, and Mónica De Los Milagros Cassaretto Bardales. "Trastorno de juego por Internet y función parental en estudiantes universitarios." Revista Internacional de Investigación en Adicciones 7, no. 2 (August 16, 2021): 33–40. http://dx.doi.org/10.28931/riiad.2021.2.04.
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Introduction: behavioral addictions, and particularly video game addiction, are showing a notable rise in recent years, which is why the latter is already considered a disorder by the WHO. This disorder has been researched in relation to various variables highlighting the importance of the family context; which is why it´s recommended to delve deeper regarding specific aspects about the role that the relationship between parent and child can have in the development of said addictions. Objective: Analyze the relation between the risk of developing Internet gaming disorder (IGD) and the perception a group of university students have of their parents´ parenting process (maternal and paternal). Method: 94 university students belonging to science faculties from Lima, Perú participated. The Internet Gaming Disorder Test - IGD-20 (Pontes et al., 2014) and the Adolescent Family Process scale - AFP (Vazsonyi et al., 2003) were used. Results: significant associations between both constructs were found in relation to the mother’s parenting, but not with the father´s parenting. It shows a positive correlation between IGD and the perception of support from the mother (r=.24, p
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C Mota Evangelista, Célia Cristina, and Marcos Lupércio Ramos. "JOGOS, BRINQUEDOS E BRINCADEIRAS: A IMPORTÂNCIA PARA O DESENVOLVIMENTO INFANTIL." COLLOQUIUM HUMANARUM 12, no. 3 (September 10, 2015): 17–29. http://dx.doi.org/10.5747/ch.2015.v12.n3.h217.
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This paper analyzes the importance of play activities in early childhood education, providing conditions to cognitive, physical, motor, moral, emotional and learning / teaching children that level of formal education. The playful activity refers to all manifestations involving play and games to be developed, looking to adopt different strategies to be able to intervene positively in school education, child behavior and social.
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Umi, Romlah. "Pengembangan Media Pembelajaran Puzzle Melalui Kartu Angka." Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini 1, no. 1 (October 6, 2018): 1–17. http://dx.doi.org/10.24042/ajipaud.v1i1.2998.
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Childhood is a golden age. The emphasis on the importance of early childhood education is not intended to assume that children should start "going to school as early as possible". The purpose of this study is; Develop learning media to improve the ability to recognize the concept of child numbers in the form of a number puzzle card game. This research method is research and development (Research and development or R D). Based on the results of the research that has been carried out, it can be concluded that the results of preliminary research on puzzle learning media through numerical cards: the assessment of material experts gave a score of 52.86% categorized as good enough. the quality got an assessment score of 57.14% categorized as good enough. After being revised the experts gave the following values: the assessment of the experts gave an assessment score of 78.57% categorized as good, the media expert gave an assessment score of 86.67% for the aspect of view categorized as very good and for the aspect of quality got an assessment score of 88.57% categorized as very good.
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Nazarenko, Halyna A., and Tetiana K. Andriushchenko. "ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ ЯК ІНСТРУМЕНТ ПІДВИЩЕННЯ ЯКОСТІ ДОШКІЛЬНОЇ ОСВІТИ." Information Technologies and Learning Tools 69, no. 1 (February 25, 2019): 21. http://dx.doi.org/10.33407/itlt.v69i1.2688.
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The article highlights the results of the research on information and communication technologies potential possibilities for preschool education quality improvement. During conceptual-diagnostical, organization-preparational, formational and test-generalizing stages of pedagogical experiment in educational establishments there were created necessary material-technical conditions for effective use of ICT in different spheres of preschool education. The research of pedagogical software required for qualified preschool education and other digital educational resources was carried out. It was provided teachers training to use ICT in organization of preschool education and in personal professional development, as well as created methodological support for the implementation of ICT in sphere of preschool education. It has been proved that the quality of preschool education characterizes both the educational process and its results, reflects the level of achieving the aim and tasks of education, upbringing and development of preschool age children and also the level of fulfillment of teachers’, children’s and their parents’ expectations from the use of ICT in the educational process at preschool educational establishments. This article ascertains a significant potential of ICT in the development of preschool teachers IC-competency, organization of education, upbringing and development of children of the upper preschool age, testifies to the importance of cooperation with parents of preschoolers. It presents the experience of using ICT as a didactic tool, which contributed to a more effective realization of the tasks of the main lines of education, which are defined as a basic component of preschool education: “Child’s personality”, “Child in the society”, “Child in the environment”, “Child in the world of culture”, “Child’s game”, “Child in sensory-cognitive space” and “Child’s speech”. The article reveals the significant potential of the use of information and communication technologies for raising the parental awareness about the quality of educational services in the preschool educational institution, as well as for establishing a partnership between the teaching staff and the parent community on all issues of preschool education.
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Rosliana, Lina, Arsi Widiandari, and Fithyani Anwar. "The Role of Children’s Games in Shaping the Character of Group Communities in Japan." E3S Web of Conferences 202 (2020): 07074. http://dx.doi.org/10.1051/e3sconf/202020207074.
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Children and games are difficult to separate. In playing the games, a child can hone many things, such as how to make friends, understanding the value of loyal friends, enthusiasm, the feeling of never give up, how to keep trying, tolerance towards others, and much more. By playing, especially in games that involve groups, a child will get the experience that will have a major influence on the formation of character and growth and development. Japanese society is known as a group society. The involvement of a person in a group is one of the ways on how to be a part of a community group. The pride of being a member of a community group is shown by the role and obligation of someone who is included in a group to realize the group’s goals together. Of course, the importance of group awareness is not taught briefly but is something that has been accustomed since early childhood. This research will discuss the meaning of games made by children in Japan that form the character of the group society.
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Verelst, Frederik, Roselinde Kessels, Lander Willem, and Philippe Beutels. "No Such Thing as a Free-Rider? Understanding Drivers of Childhood and Adult Vaccination through a Multicountry Discrete Choice Experiment." Vaccines 9, no. 3 (March 16, 2021): 264. http://dx.doi.org/10.3390/vaccines9030264.
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Increased vaccine hesitancy and refusal negatively affects vaccine uptake, leading to the reemergence of vaccine preventable diseases. We aim to quantify the relative importance of factors people consider when making vaccine decisions for themselves, or for their child, with specific attention for underlying motives arising from context, such as required effort (accessibility) and opportunism (free riding on herd immunity). We documented attitudes towards vaccination and performed a discrete choice experiment in 4802 respondents in The United Kingdom, France and Belgium, eliciting preferences for six attributes: (1) vaccine effectiveness, (2) vaccine preventable disease burden, (3) vaccine accessibility in terms of copayment, vaccinator and administrative requirements, (4) frequency of mild vaccine-related side-effects, (5) vaccination coverage in the country’s population and (6) local vaccination coverage in personal networks. We distinguished adults deciding on vaccination for themselves from parents deciding for their youngest child. While all attributes were found to be significant, vaccine effectiveness and accessibility stood out in all (sub)samples, followed by vaccine preventable disease burden. We confirmed that people attach more value to severity of disease compared to its frequency, and discovered that peer influence dominates free-rider motives, especially for the vaccination of children. These behavioral data are insightful for policy and are essential to parameterize dynamic vaccination behavior in simulation models. In contrast to what most game theoretical models assume, social norms dominate free-rider incentives. Policy-makers and healthcare workers should actively communicate on high vaccination coverage, and draw attention to the effectiveness of vaccines while optimizing their practical accessibility.
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Réger, Zita, and Jean Berko Gleason. "Romāni child-directed speech and children's language among Gypsies in Hungary." Language in Society 20, no. 4 (December 1991): 601–17. http://dx.doi.org/10.1017/s0047404500016742.
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ABSTRACTAdult–child interaction and linguistic input in relation to oral culture were investigated in 13 traditional settlements of Romāni-speaking Gypsies in Hungary. Many of the typical modifications found in the childdirected speech (CDS) register of other languages are also found in the speech addressed to children acquiring Romāni. In addition, CDS in these communities is deeply influenced by living traditions and properties of the Gypsies' oral culture. Phenomena of input language closely related to these features are, for example, a specific way of modeling dialogue to infants, the extended use of test questions, and the use of folk genres specially modified for babies and children. Early introduction of children into these ways of speaking reflects their importance for Gypsy culture and Gypsy identity. Children's games reflecting the highly creative uses of the same features of traditional oral culture are also presented. (Gypsies, Romani, child-directed speech, language acquisition, socialization, pragmatics)
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Le-van, Tatiana, and Anna Iakshina. "Preschool teachers’ beliefs about child participation and its implementation in practice." SHS Web of Conferences 98 (2021): 02001. http://dx.doi.org/10.1051/shsconf/20219802001.
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The implementation of the participatory approach in education allows forming important children’s competencies for life in a democratic society. However, in reality, child participation is often reduced. Children, especially young, have the right to make decisions only about their games and personal belongings, but a child’s opinion is not credible in the educational process. A more successful implementation of the participatory approach requires resorting to tools that allow objectively considering its strengths and weaknesses in terms of provisions for child participation in decision-making. The study aims to identify the connection between Russian teachers’ beliefs about child participation and the quality level of provisions for child participation in the educational process. The methods of survey and structured non-participant observation have been used. The authors have found that, in general, the majority of teachers share the idea of supporting child participation. However, the quality of the learning environment in the context of the examined aspect differs significantly. Sociometric characteristics do not determine these differences. Regardless of the quality level of child participation support, teachers do not seek to expand opportunities for children, and the participatory approach is used only in the preschool classroom. The authors have concluded that despite teachers’ stated beliefs about the importance of the participatory approach, its implementation is often falsified. To change the situation, it is necessary to discuss this gap with teachers, clarify true values, and provide them with the necessary means for real child participation.
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Ulloa, Maria, Ian Evans, and Linda Jones. "The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study." Escritos de Psicología - Psychological Writings 9, no. 1 (May 1, 2016): 1–14. http://dx.doi.org/10.24310/espsiescpsi.v9i1.13195.
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This article describes the process and results of a Randomized Controlled Trial (RCT) on teachers’ ability to manage the emotions of preschool children during a constrained play activity. Thirty early childhood education teachers participated in the study. Half of the participants were taught strategies to enhance their own emotional competence. The control group was provided with standard information on child development. The experimental group was trained in active strategies on emotion coaching, emotional schemas, reflective practice focused on emotions, and mindfulness training. The teachers’ outcomes were assessed in situ during a pretend play session with small groups of preschoolers. The dependent variables were observed occurrences of different components of emotional competence in teachers. Significant statistical differences were found between the two groups across the three different emotional competence skills (regulation, expression, and knowledge) demonstrated by the early childhood teachers during a game situation. This experimental study highlights the processes through which teachers support the emotional competence of young children, and the importance of the role of early childhood teachers' own emotional competence on the socialisation of children’s emotions. Most importantly, it provides evidence, based on the influence of emotion-focused teacher-training and reflective practices, that teachers’ emotional skills should be supported such that they can optimally meet the emotional needs of young children.
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La Torre, Giuseppe, Valeria D’Egidio, Cristina Sestili, Rosario Andrea Cocchiara, Sara Cianfanelli, Ornella Di Bella, Lorenza Lia, et al. "ImmunizziAMO: A School-Based Field Trial to Teach New Generations the Importance of Vaccination through Games and to Fight Vaccine Hesitancy in Italy." Vaccines 8, no. 2 (June 5, 2020): 280. http://dx.doi.org/10.3390/vaccines8020280.
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Background: Vaccines simulate the first contact with infectious agents and evoke the immunological response without causing the disease and its complications. High rates of immunization among the population guarantee the interruption of the transmission chain of infectious diseases. Therefore, the population should be aware of the value of vaccination and motivated. In order to implement the spread of a correct culture about these issues, schools were recognized as a privileged operational setting. The aim of this project was to transmit knowledge and convey educational messages on the importance of vaccines, through the use of games, in elementary school children, their families and teachers. Materials and Methods: A field trial study was implemented between April and October 2019. Sample size calculations highlighted the need to recruit at least 136 students in the schools. The intervention involved 10 classes (five first grade and five s grade classes) and was structured in frontal teaching sessions and gaming sessions. Knowledge was assessed comparing the results of a questionnaire administered before and after the intervention. The questionnaires referred to the following items: dangerousness of bacteria and viruses; capability of defending from microorganisms; the role of antibodies; functioning of the vaccine in a child; type of disease for which a vaccine is efficacious; duration of a vaccine; mother- child transmission of antibodies; herd immunity. Results: 143 children participated in all the phases of the study. The comparison between the scores at the beginning and end of the intervention showed a significant increase in the knowledge about vaccines and immunity. The mean knowledge score arose from 3.52 (SD = 1.67) to 5.97 (SD = 1.81). Conclusions: This study suggests that the use of games in an elementary school effectively increase the knowledge related to the important topic of vaccination starting at childhood.
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Akhmetzyanova, Anna I., and R. R. Khakimullina. "SPECIFIC FEATURES OF THE PROGNOSTIC ABILITY OF PRESCHOOL CHILDREN WITH HEARING IMPAIRMENT." Moscow University Psychology Bulletin, no. 2 (2020): 158–76. http://dx.doi.org/10.11621/vsp.2020.02.08.
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Background. This article considers the prediction ability (anticipation of future events) in preschool children with hearing impairment. The ability to anticipate the results of their interaction with the surrounding social world is by no means unimportant in the social adaptation of children with hearing impairment. Prediction in preschool children with hearing impairment is a rather poorly studied topic. There are studies about particular types of anticipation, such as emotional anticipation. Based on analysis of previous studies, a detailed study of the structural and functional characteristics of the prognostic ability of children with hearing impairment compared with children with neurotypical development is significant. Objective. To learn about the ability of hearing-impaired preschoolers to anticipate future situations. Design. The empirical study involved 50 children aged 5–7 years with hearing impairment and without developmental disabilities, attending preschool educational institutions of the Republic of Tatarstan. The following methods were used: “Ugadaika” [“Guessing Game”] (L.I. Peresleni, V.L. Podobed) and the authors’ methodology “Prognostic Stories”, developed by teachers at Kazan Federal University. Results. In children with hearing impairment, we identified ineffective methods of carrying out predictive activities, irrational forecasting strategies, forecasting difficulties in certain areas of relationships and activities, as well as problems of mastering the rules in a normative situation. Conclusion. The study confirmed the importance of external regulation in the social life of a child with a hearing impairment, which helps the children to predict more successfully in organized activities than in free ones. The most developed relationships in children with hearing impairment are in the child — parent domain. In their own forecasting, children with hearing impairment are more characterized by a passive position; in most situations, the children pointed to other participants, most often adults, as the subjects of future events.
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Pervova, Galina M., and Evgeniya A. Semenova. "Phenomenon of self-learning to read in preschool age." Tambov University Review. Series: Humanities, no. 190 (2021): 141–50. http://dx.doi.org/10.20310/1810-0201-2021-26-190-141-150.
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The introductory part of the article provides historical information about the origin and development of types of reading and readers in Russia. The main part describes the experience of children self-learning to read in the conditions of different social groups families in the past and present. The results of survey methods, questionnaires, and comparative analysis of materials used in the study of the problem of self-learning to read are shown. The opinion of scientific psychologists (D.B. Elkonin) and methodist (M.R. Lviv) on self-learning to read in preschool age is expressed. In the process of studying the methodic phenomenon of self-learning to read, the peda-gogical conditions necessary for the implementation of the desired result are developed and gene-ralized. We emphasize the importance of the theory of developing the correct reading activity of professor N.N. Svetlovskaya for the professional organization of learning to work with a book in kindergarten. The conclusions reflect a pedagogical pattern: knowledge of the age capabilities of preschoolers contributes to the correct choice of types of reading activity, which should be com-bined with the game as the leading children’s activity, as well as with methods and techniques of work on the general and speech development of the child. In summary, the problem of further re-search of the topic is named.
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Gower, Lily, and Janet McDowall. "Interactive music video games and children's musical development." British Journal of Music Education 29, no. 1 (February 21, 2012): 91–105. http://dx.doi.org/10.1017/s0265051711000398.
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Interactive music video games are a readily available, mainstream technology but they are not generally seen as educative tools. Nor are they established within school teaching and learning environments. This study investigated children's use of these games from a music education perspective. Nine children, aged 9–11 years, and two specialist music teachers each participated in an individual semi-structured interview. The child participants were drawn from four metropolitan schools and the teachers were from different metropolitan schools. Results indicate that the games may help to develop some music skills and knowledge and that the games are of high interest and importance to students. The music teachers acknowledged the potential of interactive music video games to be incorporated into traditional music curriculum but they each expressed a belief that ideally the technology needs further development, including a greater capacity to compose and create using the programs. These findings suggest that, based on constructivist learning theories, there may be a place for these games in music education.
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Merino Orozco, Abel, Fernando Sabirón Sierra, and Ana Arraiz Pérez. "Análisis del escenario de competición en fútbol prebenjamín: Un estudio de caso (Analysis of competition space in under 6’s football: A Case Study)." Retos, no. 28 (March 23, 2015): 26–32. http://dx.doi.org/10.47197/retos.v0i28.34815.
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El deporte escolar en el inicio de la educación primaria implica escenarios no formales con potencial para generar excelentes oportunidades formativas. La motivación del estudio es indagar en los escenarios del fútbol prebenjamín. La finalidad se concreta en la comprensión del escenario de la competición reglada; construido en los partidos que juegan los niños de seis años, acompañados por familiares y entrenadores. Se aplica un diseño de estudio de caso, modalidad etnográfica, a través de la observación participante. El análisis de los datos narrativos y de imagen pone de manifiesto la tensión entre el referente de competición y el educativo. La importancia del resultado y la competitividad en el juego destacan como significados atribuidos al escenario; a la vez que condicionan la participación y la instrucción. El modelo del deporte profesional se filtra en las dinámicas organizativas. La intensidad emocional acompaña el desarrollo del partido. Se discuten las implicaciones de la competición reglada en el fútbol prebenjamín como actividad de educación no formal y la necesidad de dar mayor protagonismo al niño y su grupo de iguales.Abstract. The school sport in the beginning of primary education involves non-formal settings with the potential to generate excellent learning opportunities. The main goal of the study is to research within the football training contexts of six-year old infants. This goal is achieved through the understanding of the framework of the ruled competition, which is built up taking into account the children’s football matches performed in the presence of family and coaches. An ethnographic case study design is applied through participant observation. The analysis of image and narrative data spotlights the stress between the competitive reference and the educational one. The importance of the result and game competitiveness stand out as features inherent to the framework; in the same way, they influence participation and instructional development. The model of professional sport leaks into the organizational dynamics. Emotional load goes along with the progress of the match. Furthermore, the study deals with the implications of regulated competition in under 6’s football as non-formal education and it states the necessity to give more importance to the role of the child and his peer group.
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ALVES DA COSTA, ROSA MARIA, and FERNANDO SILVA DOS SANTOS. "THE IMPORTANCE OF LUDIC: SINGING GAMES IN FACE OF EARLY CHILD EDUCATION/A IMPORTÂNCIA DO LÚDICO: BRINCADEIRAS CANTADAS EM FACE DE EDUCAÇÃO INFANTIL." Fiep Bulletin- Online 89, no. I (January 1, 2019): 138–41. http://dx.doi.org/10.16887/89.a1.29.
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Athanassiou-Popesco, Cléopâtre, Natalia Yu Fedunina, and Fariza Ts Musaeva. "WORK WITH CHRONIC TRAUMATIZATION BY THE METHOD OF CHILDREN'S PSYCHODRAMA." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 4 (2020): 85–101. http://dx.doi.org/10.28995/2073-6398-2020-4-85-101.
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The experience of working with chronic trauma in the framework of children’s psychodrama, which allows exteriorization, acting out and understanding of internal drama in the external space of group play interaction, is presented in the article. The dynamics of roles and game behavior of a 10-year-old girl with communicative, cognitive and psychosomatic difficulties is traced and analyzed. The content of 13 psychodramatic sessions is presented. The observed evolution is considered from the point of view of Melanie Klein’s theory in terms of the development of elements of the depressive position against the background of the predominance of the paranoid-schizoid platform, the microdynamics of fluctuations between these two positions and their consequences for the experience of the “I” and the object. Gradually, the group’s work has seen a reduction in the manifestations of anxiety and the need to protect against a dangerous, intruding and attacking world. There has been a transformation of the security object, acceptance of a state of scarcity, easing control over the object, acceptance of the connections of dependence, compassion and reparation, although the period of 13 meetings was not sufficient for permanent changes, which led to pronounced fluctuations in the prevailing position. The conclusion is made about the importance and fruitfulness of timely psychological work with the consequences of chronic traumatization, despite the apparent “normativity” of the child, the adaptability of his seemingly normal part of the personality.
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Moiseeva, Olga Aleksandrovna, Olga Aleksandrovna Filippova, Vladimir Gennadievich Ponomarev, and Irina Veniaminovna Polozhentseva. "Orientation of Target Audience to Selection of Engineering Specialization in Institutions of Supplemental Education." SHS Web of Conferences 79 (2020): 02029. http://dx.doi.org/10.1051/shsconf/20207902029.
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This article analyzes the issue of motivating parents upon making decision about selection of supplemental education in the light of importance of propaganda of engineering specialization as a factor of state competitiveness. This work is aimed at revealing promotional methods of motivating parents to select educational robotics as supplemental education for a child. The experimental methods are comprised of comparative analysis of approaches by child’s robotics studios to promotion of engineering specialization among target audience and sociological survey among parents interested in educational robotics as a kind of child’s engineering creativity. It has been revealed that most respondents are not aware of robotics as a program of supplemental education and of its global demand not at the game level. While searching for objects of comparative analysis, it has been revealed that numerous institutions of supplemental education are not inclined to implement robotics as an analog of engineering specialization into educational program not only due to expensive equipment but, first of all, due to unavailability of required specialists for arrangement of such child’s engineering creativity. As a consequence of the comparative analysis of approaches to attraction of target audience, it has been revealed that numerous studios of R&D creativity pay insufficient attention to advertising of their companies due to moderate budget. On the basis of the experimental results, recommendations have been developed on organization of motivating communication campaign for studios of educational robotics with consideration for psychological and behavioral characteristics using available advertising tools.
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Batista, Rita, Ana Henriques, and Rute Borba. "Compreensões Probabilísticas de Crianças Brasileiras e Portuguesas Acerca de Justiça em Jogos." Jornal Internacional de Estudos em Educação Matemática 14, no. 1 (April 30, 2021): 02–13. http://dx.doi.org/10.17921/2176-5634.2021v14n1p02-13.
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ResumoFrequentes dificuldades na compreensão probabilística exigem que se identifiquem crenças intuitivas das crianças para apoiar a promoção pedagógica dessas aprendizagens. O presente estudo versa analisar as compreensões de crianças brasileiras e portuguesas acerca de justiça em jogos, considerando demandas cognitivas da probabilidade referentes à aleatoriedade, ao espaço amostral e à comparação de probabilidades. A pesquisa envolveu a análise de seis jogos e foi realizada por meio de uma entrevista clínica com 15 crianças brasileiras e 15 portuguesas, com média de idade de 11 anos. Os resultados revelam que as crianças apresentaram facilidade em avaliar um jogo injusto quando envolvia aleatorizadores viciados e em perceber a justiça num jogo cujas regras mantinham equilíbrio, permitindo que houvesse chances iguais para os jogadores. No entanto, observou-se que apresentaram incompreensões acerca da independência de eventos, conduzindo a avaliações equivocadas sobre a justiça em jogos. Nenhuma criança conseguiu apresentar justificativa coerente quando necessário comparar probabilidades considerando eventos de espaços amostrais distintos. Também não conseguiram utilizar o raciocínio proporcional, e, portanto, não avaliaram corretamente a justiça nesses jogos. Finalmente, os resultados não apontam para diferenças substanciais nas compreensões dos dois grupos estudados. Só em termos de linguagem, as expressões mais utilizadas nas justificativas por ambos os grupos foi ‘chance’, mas as crianças brasileiras usaram mais a ‘sorte’ e as portuguesas os termos ‘possibilidade’ e ‘probabilidade’. Estes resultados implicam a necessidade de viabilizar ações pedagógicas interventivas realizadas com o apoio de jogos que se configuram num importante recurso para o redimensionamento das aprendizagens probabilísticas.
Palavras-chave: Aleatoriedade. Espaço Amostral. Comparação de Probabilidades. Justiça em Jogos. Crianças.
AbstractFrequent difficulties in probabilistic understanding require the identification of children's intuitive beliefs to support the pedagogical promotion of these learnings. The present study focuses on analyzing Brazilian and Portuguese children understandings about fairness in games, considering cognitive demands of probability regarding randomness, sample space and comparison of probabilities. The research involved the analysis of six games and was carried out through a clinical interview with 15 Brazilian and 15 Portuguese children, with an average age of 11 years. The results reveal that the children were able to evaluate an unfair game when it involved addicted randomizers and to perceive justice in a game whose rules maintained balance, allowing the players to have equal chances. However, it was observed that they presented misunderstandings about the independence of events, leading to mistaken assessments of fairness in games. No child was able to present a coherent justification when there was a need to compare probabilities considering events from different sample spaces. They were also unable to use proportional reasoning, and therefore did not correctly assess justice in these games. Finally, the results do not point to substantial differences in the understandings of the two groups studied. Only in the language, the most used expressions in the justifications by both groups was ‘chance’, although Brazilian children used more ‘luck’ and Portuguese used ‘possibility’ and ‘probability’. These results imply the need to make feasible interventional pedagogical actions carried out with the support of games which are an important resource for the resizing of probabilistic learning.
Keywords: Randomness. Sample Space. Comparison of Probabilities. Fairness in Games. Children.
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Corneto, Nathalia. "A IMPORTÂNCIA DA LUDICIDADE NA INFÂNCIA E O DESENVOLVIMENTO INTEGRAL DA CRIANÇA." COLLOQUIUM HUMANARUM 12, no. 3 (September 10, 2015): 86–96. http://dx.doi.org/10.5747/ch.2015.v12.n3.h222.
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This article presents a reinterpretation of authors such as Albornoz, Huizinga, Piaget, Bettelheim, Elkonin, João Batista Freire, among others, addressing the theme of playfulness, of fun and games in childhood and its importance for the integral development of children. This will initiallyperformed an overview of the evolution of the concept of child in society, with the main aim to highlight the role of play culture and movement in early childhood education, encouraging parents and teachers to enter the routine of children, various kinds of play and games, respecting each stage of development and also the interests of children, to make it a pleasant moment. Playing is the most important moment of childhood, full of meanings and learning, and is therefore critical to the expansion of the construction of concepts, standards, control of the will, thought, language, imagination, creativity, memory, motor skills, social interaction and personality. Thus, this paper focuses on the types of games and activities and their role in the whole development of children.