The Value of Play

From Freud and Spencer to Piaget and Vygotsky, there are countless game theories and countless theorists. This article will outline the definition and value of the game, and how it can help children learn the importance of learning by these theorists. It discusses how the environment in which educators are built affects games, and likewise the learning theory related to the mention of "games and learning are closely ...".

McMillan and Isaacs were early pioneers who recognized the importance and value of child development. In particular, Isaacs is very convinced of the value of the drama and claims that "theater is indeed a child's work, how he or she develops." (Isaacs, 1929) We will build social, emotional resilience, extend social skills, deepen friendship and help children learn how to cope with risks. (All Children's Problems, Children's Program, 30 pages, 146 pages) Children's Games and Children's Playground Rules

In their own game, children do not rely on powerful authority figures to do them for them, but they create their own activities and solve their own problems. This is one of great value away from adults. In such a drama, they must be like adults just because there are no adults. The game is an exercise space for adults. Adults may weaken this huge game if they intervene and try to help them. The fundamental difference between adult games and children's games is that adults generally follow a fixed, pre-established rule and children are generally considered to be able to modify rules. As adults play baseball, rub them, do almost anything, they will obey or follow the "official" rules of the game. By contrast, when children play, they usually obey the rules (Youniss, 1994). Even if they play games like baseball and scrabble, unless there are adults in the official rules,