Several studies demonstrate a strong connection between play and learning. The game, in fact, develops the child’s motor, sensory and cognitive skills from the first months of life, and promotes the growth of his autonomy and individuality
The first sensory experiences of a newborn have a very important function: they start the development of some areas of its brain which will allow following the language and complex thought to make their appearance. Grab, manipulate, move are therefore fundamental aspects of the child’s physical and brain growth processand soon these motor functions will find a natural and spontaneous outlet in the game, a central activity also in cognitive, emotional and social development.
Attention, memory and learning
Game and learning are strictly intertwined: playing is useful both for the maturation of “basic” cognitive functions, and to learn specific notions, concepts and strategies in a playful way, without effort. The game, in fact, promotes the development of those nerve structures (in particular the frontal cortex) that allow us to evaluate the consequences of our work, respect for the rules and ethical aspects, for example the sense of guilt, generosity, solidarity and friendship.
As demonstrated by numerous studies carried out on primates, Reducing the game forcedly has negative effects on the development of the frontal cortexwhich translates into a decrease in social skills and understanding of the other. Other studies also indicate that The movement games, based on an aerobic activity, enhance attention, memory and learning: For example, after 15-20 minutes of physical activity, the concentration capacity of primary school children improves considerably. It would therefore be desirable to anticipate the hour of physical education at the beginning of the school day, or take short pauses of physical activity between one lesson and another. More generally, it has been seen that The ability to concentrate children with attention deficit increases by doing exercises based on motor control (all those activities that plan to organize, move and coordinate movements and muscles).
In the first two years
If you follow the evolution of the game over time, we realize that it reflects the development of motor, sensory and cognitive skills. In the first two years of life, the game can undoubtedly help a child learn to master his own movements: The little one is satisfied with carrying out simple activities such as grabbing an object, shake your legs, lift yourself (it is what is called “functional pleasure”), or in feeling a cause of a given phenomenon, for example when it makes a bell sound or causes splashes by slamming your hands in the water (the so -called “pleasure of the abser cause”). Movement games are included in this category (running, jumping, making goatols …), important for both physical and psychic growth.
The symbolic game
From 2 years onwards it is important that children have spaces available to chase each other, jump and play ball, spaces in which to dare to feel free. In particular, from 2 to 6-7 years, gradually begins the phase of symbolic gamewhich implies the development of fantasy and the ability to formulate hypotheses. In this type of game, the child uses new objects or imaginary situations, interacting there as if they really existed. For example, a 3 -year -old boy can use a pencil instead of the comb, pretending to comb, or he can pretend to wash his ears with imaginary water. The symbolic game allows the little one to “project” on other objects the patterns that are part of his daily life, and so, for example, he can make it walk, jump, cry, eat the doll or the bear.
Emotional implications
The symbolic game, however, does not only have a cognitive function (that is, it does not only allow you to develop knowledge and skills) but also an emotional implication. In fact, the child of preschool age often lives small disappointments that enter into contrast with his desires or expectations: he may want to plant a nail in the wall as his dad does, but for how many efforts he does not succeed, or he may want to cook a dessert or guide a tractor; All things that generally is not allowed to do. The symbolic game, however, It allows you to achieve any desire and therefore performs a fundamental function; And precisely for this reason it can be considered a form of spontaneous psychotherapy.
If the adult is involved in the symbolic game, it is good that he does not interfere too much, letting the little one “guiding” and calling him into question, to allow the development of his autonomy and individuality.
Play to “recite” aggression
The game, unlike sports practice, has its needs, needs spaces, freedom, of different rules than those of adults. By playing, children learn to know the potential of their body, they can be aggressive but also to fight, or provoke to see how their playmate reacts. It is in these moments that children can “recite” aggression. It is not difficult to understand when they are serious or fake, it is sufficient to look at the expression on their faces: when it comes to the game, they generally smile or incite the opponent to continue.
