The significance of kindergarten games

The significance of kindergarten games. Parents cannot be absent from the psychological growth of their children. Only by solving the problems that arise now can the children develop better. , clearing the obstacles on the road of growth is conducive to children's better growth, and cultivating children's hands-on ability is conducive to children's future development. Let me share with you the significance of kindergarten games. The significance of kindergarten games 1

1. Games and toys

From young animals to humans, games are used to seek happiness.

Infants and young children like adults to make them laugh and play hide-and-seek games. Every ability acquired by infants and young children benefits from a variety of games. It can be said that children grow from games.

The 17th century (Czech) educator Comenius said: "Games are intellectual activities that develop a variety of talents and are an effective means to expand and enrich the scope of children's concepts." (Su) Makarenko believes that games are of extremely important significance in children's lives and have the same important role as adult activities, work and services.

my country’s six-year-old mental arithmetic prodigy Li Gang practiced mental arithmetic with his father in games. They play the "three eight twenty four" poker game. Each person plays two cards and uses addition, subtraction, multiplication and division to calculate the number on the four cards to 24 to see who can calculate faster. Through the practice of games, Li Gang's mental arithmetic ability improved, making him the youngest honorary member of the Chinese Abacus Society.

(1) The method of play should be adapted to the physical and mental development of children

Games for children aged one and a half to six years old are used to develop language and social interaction Ability is the main focus, from only parent-child games with parents to games between friends.

1. Parallel game.

Toddlers like to see toddlers of similar age walking, some pushing carts, and some dragging ducks. Toddlers who meet frequently will nod, wave or smile to each other to express welcome. But they will each play with their own toys, keep a certain distance from each other, and will be happy as long as they see their little friends. This type of play is called parallel play and is more common in children between one and a half years old.

2. Joint games.

If children between one and a half to two years old often see other children playing with similar toys, they will make larger movements, or wave and shout to attract others' attention, and other children will follow suit involuntarily. Beating or chanting creates a coordinated movement. At this time, if you see other children taking out a new toy, children will compete with each other. This kind of unanimous action is called joint play.

3. Cooperative games.

Children who are two and a half years old begin to play together. The most attractive game is "playing house" that imitates family life. The older children are of course the parents and act as parents, while the younger children act as babies. Each child uses different toys to do different things and cooperates according to the division of labor, so it is called cooperative play.

4. Role game.

Children aged three to four like to imitate social activities, such as: doctors and nurses in hospitals, drivers and conductors on buses, salespeople and customers in markets, etc. The experiences children gain in life can be indirectly learned by other children through games and they can exchange life experiences with each other.

5. Group games.

Musical games often played by children over four years old, such as: "Throw the handkerchief"; Sports games, such as: "Shuttlecock kicking", "Jump out of the plane", "Jumping rubber bands", etc.; Performance games, such as : "Pull out the carrot", "Little rabbit is good", etc. This kind of game that requires collective cooperation is called a group game.

6. Team games.

This kind of game is mostly played between children aged five to six and primary and secondary school students. It is generally called competitive games, such as: "tug of war", relay races, ball games and chess games, etc. Every child must work hard to win glory for his or her own small group.

7. Games suitable for children of all ages.

For example: playing with water, playing with sand, playing with building blocks and various puzzles and ball games.

Children often start games because they find something to play with. Here are some related toys.

(2) Toys

Utensils that can be used for games are called toys. It can be divided into three types.

1. Fixed toys.

Refers to toys with a fixed purpose, such as:

(1) Anthropomorphic toys: The most common ones are dolls made for young children as companions. Soft dolls can comfort lonely children.

(2) Image toys: Various animals, fruits, vegetables and other toys can help young children recognize objects, recognize colors and count.

(3) Structural toys: building blocks, plastic inserts, accumulated plastics, puzzles, beads, bowl sets, and toys such as sand, soil, water, snow, bamboo, and wood in nature, which can help young children get started. Use your brain and inspire your intelligence.

(4) Audio toys: bell sticks, bells, snare drums, music boxes, xylophones, electronic keyboards, tape recorders and other toys. It can help children develop their hearing, practice rhythm, learn to sing, and develop their right brain.

2. Non-fixed toys.

Many household items can be used as toys. A small towel can be used as a hiding-cat tool, a quilt for dolls, or a tablecloth for a small table; a small bench can be used as a small bed for dolls, arranged in a row to set up a train, or used as a climbing tool; a large cardboard box can be used as a home for dolls, or as a toy You can also climb up and jump down from the cabinet, and you can also put slats on it to use as a slide, or put it on its side as a small goal; a wooden stick can be used as a gun for a while, a horse for a while, a tool for reaching things, and a carrying pole for a while. Young children can use their imagination to make full use of non-fixed toys.

3. Homemade toys.

Making toys is also a game. Children will watch and imitate while parents are making toys, and older children will also actively participate in the production. By making toys, young children can learn how to use tools, how to choose materials, and even make toys by themselves using household waste and some packaging materials. Young children use their imagination and creativity in the creative process and gain a sense of accomplishment.

In short, anything that can arouse children's interest in playing can be used as a toy, and it does not have to be purchased in a store. There are soil, sand, stones, bamboo, leaves and local folk craft raw materials everywhere in rural areas and mountainous areas. There are also various discarded things in the family. As long as teachers and parents use their heart to inspire and make and play with children, they can help children learn Use creative thinking to develop your favorite toys and learn various skills at the same time.

2. Games and intelligence development

Games can develop children’s intelligence unconsciously.

The reason why human beings can create a splendid civilization is because human beings have infinite imagination. The scientists, artists, writers and people who create civilization for mankind in the 21st century will be born today and from children yet to be born. Parents of young children and early childhood workers should use their creativity to arrange richer and more exciting games for young children to develop their intelligence and imagination.

3. Games and Ability Development

Children often practice various skills through play, such as origami, threading beads, riding a bicycle, climbing, etc. The more they play, the more proficient they become, so as to achieve "Practice makes perfect." Children learn to abide by the rules of the game and learn to operate the game, which not only improves the quality of the game but also improves their operational ability.

1. Induce interest and hobbies.

Children will play their favorite games over and over again. If careful parents can discover children's interests and hobbies at an early stage and provide enlightenment education, they can receive good educational results. For example: When En Ge, a young painter from Shanghai, was three years old, he was beaten by his father for applying paint on the walls and clothes, and the paint was thrown out of the window.

Fortunately, the father realized Ngo's strong interest in colors and graphics the next day, so he began to encourage and inspire Ngo to paint, and finally trained Ngo to become a painter who won international awards.

Von Neumann, the inventor of the computer, often played games with memorizing numbers. At the age of three, he could recite all the numbers on a page of ledgers. As a banker, his father discovered the child's specialty. He opened a certain page of the account book at random, and Neumann could recite the account numbers verbatim after looking at them for a while. When Neumann was five or six years old, he could mentally calculate the math problem of dividing an eight-digit number by an eight-digit number. He could remember all the books he read. His father sent him directly to high school. The teacher marveled at his mathematical talent and recommended that he study mathematics at university and study other courses in middle school. Later, Neumann proposed the concept of computer language, which translated the calculation steps into machine language and stored them, and developed it into computer software.

From this point of view, young children learn more easily about things they are interested in. They have the best memory and quick associations when they are interested. Games expose young children to a variety of things, making it easier to discover their interests at an early stage through extensive exposure.

2. Improve operational capabilities.

Babies practice hand-eye coordination by grasping and reaching, and learn to operate tools by manipulating toys, such as holding chopsticks, using scissors, holding pens to draw, knitting and embroidery, playing musical instruments, keyboard operations, etc. The movements of the hands must be coordinated with the movements of the body and lower limbs. Children can develop their physical dexterity, coordination and endurance by practicing climbing, driving tricycles, playing various obstacle-crossing games and ball games. Many skills require practicing physical sensations. For example: when playing, you can read music with your eyes, and your hands and feet will automatically cooperate with each other; when driving, when you see a red light ahead, your hands and feet will operate the brakes. This kind of coordinated movement requires many times of practice for young children to master.

Children often learn some operations unconsciously in games and become experts in certain aspects.

3. Cultivate perseverance in the game.

Children’s game process is often about trying, failing, and trying again. For example, when children are building blocks, the blocks often collapse. The children build them over and over again, and finally learn to align the corners of the blocks to build them high. You also need to try out the bowl sets one by one to see which one is the most suitable. Children start playing simple puzzles when they are more than two years old, and some children learn to put together large puzzles with twenty to thirty pieces by the time they are three years old. They like to put together puzzles for hours on end, summarizing the rules while doing it, and finally get it right. Because they are interested in games, children will feel the joy of success after completing the puzzles. They will then find more difficult puzzles to play, challenge themselves, and continuously improve their abilities.

Games help children not be afraid of difficulties and understand that only by facing difficulties can they gain the joy of success. Games enable children to persevere, endure, and endure hardships, and they can enjoy it even if they are sweaty and covered in dirt. Children who are not afraid of difficulties in games will also not be afraid of difficulties in their careers and have the courage to take on heavy responsibilities.

4. Enhance independence and self-confidence.

It is the nature of young children to demand independence. If they receive support from teachers or parents, they will be confident and want to do everything by themselves. Games can help children learn to be independent and develop their abilities. For example: using a spoon to put sand into a small bucket will help children practice using a spoon; changing clothes for dolls can help children learn to put on and take off clothes by themselves. Young children who have to do everything by themselves are very proactive and can clean up their own things and help with housework. On the contrary, young children who are dependent on others have no confidence in themselves and hope for help from others. Teachers or parents should always encourage children to complete things independently. Even starting from small things can cultivate children's self-confidence and gradually develop the ability to complete tasks independently.

IV. Games and Emotional Intelligence Cultivation

Children’s activities in cooperative games are like interpersonal interactions in an adult’s small society.

1. Learn self-discipline in the game.

Many children are "little emperors" or "little princesses" at home and are often accommodated. In the group, others will no longer give special care, do not monopolize toys, and do not shout loudly.

In short, children are required to exercise self-discipline in group games, otherwise everyone will "play with you differently". Children cannot stand the loneliness and will gradually get rid of the "unique" temper developed at home.

2. Observe order in the game.

Every game has rules, which requires children to abide by the rules of the game during activities. For example: everyone has to line up to go on the slide and wait for the person in front of them to slide down before they can slide down; when playing a guessing game, you should take action immediately after shouting "one, two, three", and you must not change the action after taking action, otherwise others will criticize you for "no" honest". Only by consciously abiding by the rules of the game will you develop the habit of respecting others. While respecting others, you should also respect other people's things. Take care of other people's toys when playing with them and return them after use. You should also take care of the toys that are owned by the public when you play with them, and you should not take other people's toys as your own.

3. Dare to express yourself in the game.

Group games can provide young children with opportunities to express themselves. For example: in the game, if it is the child's turn to sing, perform a short show, tell a short story, or if they need to express their opinions, they should dare to express them. This opportunity is different in the family and in the group. In the family, the child will be compromised if he persists, but in the group, the child will be ostracized. Children who often participate in group games will become generous and dare to speak and sing. He appears to be very courageous, speaks persuasively, and has developed the ability to adapt to changes in circumstances.

4. Play and learn to be a leader.

Children who often play games together will gradually have a leader who understands the strengths of each child and tries to use each child's strengths when assigning tasks. Under the guidance of the leader, children often change the way they play, playing chase and run games for a while, and playing quieter games for a while. When the leader is absent, another leader will appear, and everyone plays in a loose yet organized group. After the older children go to school, younger ones will come in. The leader will consciously protect the younger partners and prevent them from quarreling and fighting. A good leader knows the rules, does not step on the grass, does not play football on the street, does not break the windows of the neighbor's house, and can accept the friends from another block. Leaders who have grown up through the game often become the core among students after enrolling and develop their leadership skills.

5. Develop gregariousness in games.

Children who often participate in games like group games and enjoy the happiness in the group without being lonely. The most important reason why children can integrate into the group is to be able to accept the shortcomings of others, regardless of who pushed them or who bumped into them. In the game, children understand that they sometimes offend others unintentionally, and they can overcome temporary difficulties or grievances, look further, and forgive others to gain the love of friends. On the other hand, if you worry about gains and losses in everything and often complain, you will be "kept at a distance" by others and thus isolated. Some parents are afraid that their children will be bullied and teach their children some "self-protection methods of resistance." This will cause other children to call them "pricks" and become unsociable "little pitiful people."

Games are the preparatory stage for children to enter society. To make children capable and gregarious, children should be encouraged to participate in group games and get exercise and development in the group. The significance of kindergarten games 2

1. Kindergarten games help children’s intellectual development. Although a child's IQ is innate, it can also be improved to a certain extent by the day after tomorrow. The child's brain will operate at a high speed during games. At this time, the brain is exercised and the child's intelligence has also developed to a certain extent. Therefore, games in kindergarten are very good for children. The benefits are really great.

2. Kindergarten games can also enhance body coordination and exercise and improve the physiological mechanisms of various organs of the body. First of all, in the game, actions such as running, jumping, and throwing are indispensable. Such actions require the coordination and flexibility of the limbs. Therefore, the game promotes the development of children's muscles and the improvement of lung capacity, thereby exercising the body and enhancing physical fitness. The purpose is to lay a solid foundation for children's future life and study.

3. Kindergarten games can cultivate children’s good living and hygiene habits and allow children to better develop their character.

Because through these activities, children can develop good living and hygiene habits, which will benefit the children throughout their lives and prevent them from developing a withdrawn character in the future. Games in kindergarten can also cultivate children's independent living ability and labor concept, enhance children's self-care ability, and also make parents feel more relaxed. Learning in games makes children find learning interesting, which is conducive to children's future learning. Through such interesting games, children can also develop good psychological qualities, strengthen children's psychological adaptability, and enable them to gain experiences that are beneficial to their physical and mental development in a happy childhood. In this way, children will get along more harmoniously with others when they come out to society, and can adapt to the rhythm of society more quickly.