Why is the game important?
According to Fromberg and Gullo (1992), the game improves language development, social skill, creativity, imagination and thinking skills. Frost (1992) agrees, stating that “play is the primary vehicle for the development of imagination and intelligence, language, social skills, and perceptual motor skills in infants and young children” (p.
Garvey (1977says that play is the most common infantile when children’s self-awareness, verbal and non-verbal communication knowledge and understanding of the physical and social world are growing dramatically.
Fromberg (1990) asserts that gambling is the “ultimate integrator of human experience” (p.223). This means that when children play, they build on their past experience: things they do, like others, read or watch on television, and use these experiences to build games, play scenarios and participate in activities.
Children use fine and thick motor skills in their play. They react socially. They think about what they are doing or they will. They use language to speak or for themselves and respond very often emotionally to the game activity. The integration of these different types of behaviors is fundamental for the cognitive development of young children. Rogers and Sawyer (1988), “at least until the age of nine, the cognitive structures of children work best in the unified mode” (P 58). Because children were inspired by all these behaviors, it is a very effective way to learn.
Cognitive development and reading
The relationship between play and cognitive development is described differently in the two theories of cognitive development that dominate early childhood education – Piaget and Vigotsky.
Piaget (1962) defines the piece as the assimilation, or the child’s efforts to ensure that environmental stimuli correspond to their own concepts. Piaget’s theory that play on itself does not necessarily cause the formation of new cognitive structures. Piaget says that the game was just for fun, and then allowed the children to practice the things they had learned, this has not necessarily translated into learning new things. In other words, the game reflects what the child has already learned, but necessarily the child is taught something new. In this perspective, the game is considered a “process that reflects symbolic development to emerge, but contributes little” (Johnsen and Christie, 1986, p 51).
However, Vygotsky’s theory says that the game actually facilitates cognitive development. Children do not just do what they already know – they also learn new things. In the discussion of Vygotsky’s theory, Vandenberg (1986) points out that “the game does not reflect so much thinking (as Piaget suggests), since it creates thought” (p.21).
The observations of the children in the game give examples to support theories of Piaget and Vygotsky game. A boy who puts on a raincoat and a fireman’s hat and rushes to rescue his teddy bear flames claimed in his home game practice what he has learned about the fire department. This supports Piaget’s theory. On the other hand, a child in the middle of blocks announcing his teacher: “Look! When I put these two square blocks, a rectangle appears!” A new knowledge built through your game. This supports Vygotsky’s theory. Let the children practice what they have learned in other contexts or build new knowledge, it is clear that the room plays an important role in the early childhood class.