THE RELEVANCE OF GAME METHODS IN THE PRESCHOOL EDUCATION SYSTEM

Abstract

The pedagogical issue of the game has been a very serious one during the recent five decades. Creating and developing electronic games has opened a new space of investigation and formative action, despite the – often justified – prejudices and critiques of many adults (parents, teachers). Game has become so important within formative action that some authors discuss the concept of “Ludic epistemology”, whose role is that of analysing the traditional knowledge theory and identifying the way in which it may be given life in education through games. Any type of game is the expression of the ludic nature of the human being. From entertainment and recreation, to learning and behaviour change, games are necessary and useful. The outcomes of playing games may be intended or unintended. Games meet the fundamental needs of learning by providing us with enjoyment, passionate involvement, structure, motivation, ego gratification, adrenaline, creativity, social interaction and emotion. According to the finality of the game and how it is built, there are educational games (game as play, generally) and didactic games (game as specific function of school learning).