Table of Contents The concept of gameplay and its distinctive features

Manifestations of play in children

Exploratory play

playing with dolls

Group play (with others)

Kinds of play

The teacher’s role in planning learning through play

Learning through planned play and educational games

Kinds of toys and games in terms of colors

The activity required by the conditions for choosing educational games

Conditions for performing learning through play

Sophisticated educational and psychological studies see that playing an important role in the growth and development of children, in motivating them to learn, increasing their activity and renewing their vitality, and in making learning more creative. For learning to be achieved through play, it should be organized and planned according to the characteristics of children and their final needs, and that games should be purposeful, attractive, easy to prepare and implement, and low costs as well.

The concept of playing and its distinctive features

Play is an activity in which a person engages in the pursuit of the pleasure that accompanies that activity without regard to other end products. This activity is characterized by a lot of spontaneity and spontaneity without external pressure or coercion.

Plays, says Piaget, consist of repetitive responses that one performs for the enjoyment of one's job.

Play is distinguished from work by many distinctive features, including:

1. Playing is a physical or mental activity that comes from an individual's energy.

1. Having fun is the ultimate goal of playing.

1. Play is an automatic activity that is not subject to coercion.

1. The player exercises the game completely free within the framework of the agreed rules.

1. There is no room in the game for financial gain and loss of any kind for any of the players, therefore it is not financially profitable, and profit should not be the goal.

1. Plays individually or as a group.

1. It is related to the internal motives of the individual, so he is not tired.

1. It leads to growth, development, and learning, but these are all side-products of the child's play.

1. Subject to certain laws and rules or players spend on them.

1. Playing is an activity with uncertain outcomes, that is, you cannot predict its course, progress, and results, depending on the skill and experience of the players.

Manifestations of play in children

The play takes different forms and manifestations in childhood, the most prominent of which are four:

 1: Exploratory play

It is through which the child tries to explore and get to know the immediate environment. It starts from the age of three months and takes the form of looking at things and people and making random movements by which the child tries to pick up the things in front of him, and this aspect develops later, to turn into the administrative capture of things and scrutiny of them. All accessible.

  2: Playing with dolls

This aspect begins in the first year of life and continues in children throughout the preschool stage, and this aspect of play is a complement to exploratory play, and children act with dolls and games as if they are things capable of speech, feeling, and movement until they reach two or three years of age, then children’s interest begins With dolls and individual inanimate games, it gradually decreases with age, up to five to six, as this appearance is completely lost by the time the child enters school.

  3: Group play (with others)

This aspect of play is active in children after the age of six and takes group games in which the child participates with his peers in sports, matches, acting, hobbies, and other mature, intellectual, and educational games, and this aspect continue until the end of primary school and before puberty.

Kinds of play

• Random and spontaneous movements in the early stages of life.
• Playing with dolls.
• Kinetic exploration play.
• Social play.
• the acting.
• Various exercises and sports.
• Building and assembly games.
• Group and individual educational and educational games.
• Dance and music.
• Stamp collecting and other useful hobbies.
• Trips and visits.

The teacher’s role in planning learning through play

We have known that play has stages, and that play in each stage has distinctive features, and in light of these features, the types of play are united in terms of the colors of the activity it requires, and in terms of its materials and raw materials, and terms of its participants. In light of these features, the conditions for testing games and their performance are also challenged.

Teachers in kindergarten and primary school assume new roles and tasks. They have to stand on the psychological and pedagogical principles of kindergarten and primary school play. They organize play so that it helps in acquiring skills and knowledge, building personality, psychotherapy, compensation, professional and social guidance, and finally, evaluating play activities. According to selected principles and criteria.

Learning through planned play and educational games

Children's games in two stages: kindergarten and primary vary widely, according to the criteria used in their classification and all types of toys, regardless of the classification criteria that require conditions for their selection. And other conditions for its performance, and the following is an explanation of all matters.

Kinds of toys and games in terms of the colors of the activity they require

The different games can be classified into several categories in light of their educational value for children, and the work, skills, or knowledge required by each of them:

 A- Motor games or games and skills:

• Throwing and tossing games.
• Building and erecting games.
• Racing games, chases, land and sea fishing.
• jumping games.
• Wrestling and boxing games.
• Balance and swing games
• Run dolls cars, trains, planes, andddollpuppets.
• Playing with household items.
• Play musical instruments and instrument toys.

 B- IQ Games:

• Fawazeer (lizards).
• Problem Solving.
• Crossword.
• Intellectual or verbal fluency.

 C- pretend games:

• histrionics.
• role play.
• delusional play.

 D- Singing and dancing games:

• acting singing.
• Imitate songs.
• National anthems.
• National songs.
• Folk dance.
• Expressive rhythmic dance.

 E- lucky games:

• domino.
• Snakes and ladders.
• Guessing games.

 F- Reading stories and cultural games:

• Poetry competitions.
• Expression cards.
• Business newspapers.

Conditions for choosing educational games

Each activity needs special conditions that serve as criteria for choosing a type of educational game and selecting its materials. Despite that, we mention here the general conditions:

1. Define the play activity in light of the desired goal:body development. Or the development of the child's language? Or the development of the mental side of the child?
2. Determine the play activity in light of the materials and tools needed.
3. Determine the play activity in light of the participating children:Their ages, social status, and required numbers.
4. Determine the play activity in light of the scheduled time and duration.
5. Select the play activity in light of the available space.
6. Pay attention to the age of the children:Four years, five years, six years, and so on...
7. Pay attention to the physical and psychological condition of children:The child might be hungry, he might be sick and he might be frightened.

Conditions for performing learning through play

Some educators believe that the occurrence of learning through play does not require a previous plan and that it is sufficient to ask the children to play and they plIt, Itsary for the games to achieve their goals. These conditions include:

1. Gather the materials, tools, and machines needed for the play activity, or have them available in a specific location.
2. Teach children to eat only what they need from among the things that are there.
3. To be sufficient, specific, and clear directions.
4. Offer help to a child in need or to a child who is asking for help.
5. Make sure that children return materials, tools, and machines to their places after use.
6. Involve the children in cleaning the room or workplace, and make sure everyone is involved in the process.
7. Type of activities at one time, and diversification is an intentional goal.
8. Finally, make sure to encourage children, instill confidence in them, enhance their actions, and accept their behavior and personalities.

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