Games reflect the development of children. Game behavior is a window for us to observe children's development and tell us children's development in various fields. Play consolidates children's development. Games are the background and tools to show and consolidate children's development and provide opportunities for continuing learning. Games can also trigger children's development. Play is a tool for children's development and change, which makes the function and structure of the body make qualitative progress. Therefore, in the process of playing games, we not only understand the development of children, but also promote their development. In the book Games, Children's Development and Early Education, the role of games in promoting children's development is mentioned in many aspects. If parents know something about this, they should be able to explain our thoughts and behaviors.
First, brain development is closely related to games. Games provide children with opportunities for active participation and different choices, and can generate feedback, so it is a high-quality recent process, which can stimulate ideal brain development and enable children to give full play to their abilities. I remember an expert in the field of preschool education said: "Children who can play are smart". It is not difficult to find that the more interactions in the game, the richer the game behavior, which shows that this child is an thoughtful and active child. The active behavior in the game reflects the positive state of children's brain activity, which is what we call intelligence.
Second, cultural learning and games also have a great relationship. In the game, children's behavior can also cultivate cognitive ability and social ability that are generally suitable for various cultural environments. All kinds of performances in the game come from children's observation and research on social life. With the in-depth development of children's games, children gradually show various cultural and social environments that are different from reality. In the game interaction, children's social skills are also constantly improving.
Third, games can promote children's cognitive development. The first is concept development. With the growth of age and rich experience, children's conceptual knowledge is also increasing rapidly, and games can greatly assist this process. In the game, children can test their immature concepts of space, time, possibility and causality and correct them. Secondly, thinking and solving problems, divergent thinking, psychology and so on.
Fourth, games can promote the development of language and literacy. The game puts forward high language requirements for children, and stimulates children to exercise their marginal ability to the greatest extent. Children must consciously use the lexical and syntactic features of language to express the transformation of people, things and environment in the pretend game, and describe and express the theme of the game in detail as the game progresses. In addition, games also have a certain impact on children's social and emotional development.
In short, the role of games in children's development is multifaceted. Games should be the basic activity of kindergartens, which is the concept we have always advocated. In the past two years, the concept of game curriculum has spread throughout the preschool education circle, and kindergartens have also expounded their understanding of the game spirit of curriculum in various ways to varying degrees. It can be seen that in kindergartens, games should always be taken seriously, and all courses in kindergartens should be guided by the spirit of gamification.