The Game
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ScribdTranslationsThe game, according to Montessori
Maria Montessori placed great importance on play as a learning strategy for the
who designed teaching materials and proposed furniture suitable for the size of the children.
He also emphasized the importance of parental involvement in the educational process of the
children.
The brain develops with stimulation, and play provides part of that stimulation.
Some neuroscientists suggest that play could help the important process of
elimination or pruning of the brain synapse during childhood (Pellis, 2006). Through play
children safely experiment while learning about their environment, they try
new behaviors, solve problems and adapt to new situations.
Play is the method used by babies and children to learn about their world.
through play, the foundations of learning and the senses of trust and security are developed
and friendship in the child's environment. The game is fun and can be played alone or in a group. It serves
to practice the skills learned. The child starts to direct their own game from the age of six.
months.
In Montessori, learning is internally reinforced through the repetition of a
activity and internally the child receives the feeling of success. The materials are
multisensory for physical exploration. The child can work where they feel comfortable,
where he can move freely and speak in secret without disturbing his colleagues. The work in
group is voluntary. It is promoted that parents understand the philosophy and be participants of the
learning process of the child.
There are different types of games:
Solitary - The child plays alone without the interaction of anyone.
As a spectator - The child does not participate in the game, only observes what other children or adults do.
Parallel - Two children are playing side by side but do not interact or share toys.
Reciprocal - An adult usually starts the game and there is turn-taking in an activity.
Associative - The child begins to share the toys. There is interaction.
Cooperative - Groups are formed to share in an organized manner and include others.
The game helps them meet pre-linguistic cognitive functions. The goal of these
skills is developing the use of sensory-motor concepts of:
. Eye contact
. Persistence of objects
. Attention span
. Means ends
. Imitation
. Symbolic play
. Visual and auditory attention
Some of the benefits mentioned by the Association for the Education of Young Children
son
The game is a form of learning that unites the mind, body, and spirit. Until the age of nine
children learn better when the person participates as a whole.
The game reduces tension. In the game, adults do not interfere and children relax.
Children express and resolve emotional aspects of everyday experiences through
of unstructured play.
Children who are allowed to play freely with their peers develop
skills such as: cooperation, helping, sharing, and problem-solving.
The development of children's perceptual skills can be affected when
they gain much of their experience through television, computers, books,
the worksheets and mass media that only require the use of
two senses. The senses of smell, touch, and taste, as well as the sense of movement to
through space, they are powerful forms of learning.
Children who have fewer restrictions on going outdoors acquire skills to
move through the world.
Method: The Game according to Froebel
His Froebelian method allows guiding the child from the concrete to the abstract. He introduced the
concept of 'Free Work' and based on his observations he realized that the infants
they are capable of doing things while playing that they would not do if they were forced in an authoritarian manner.
In his entire kindergarten, he employs field active pedagogy due to the excursions.
they promote meaningful learning; moreover, they used the cultivation of the garden and the children
they collaborated in its preparation and care.
His method consists of using 100% games because they enhance skills.
linguistic, cognitive, and mental. Play is a playful and dynamic activity; that is why
In their preschools, they sang, danced, handled materials, and practiced gardening.
and a pleasant atmosphere was maintained.
The child is the center of learning and is an active being that needs to be developed in the sensory.
motor, in language and in play. On the other hand, Froebel sees education as a
process of generating activities and action in the child, promoting play and creating tasks
or meaningful tasks.
Froebel and Educational Material
He created, developed, and manufactured educational materials for children to assemble and disassemble.
worked with the use of colors, poems or poetry, riddles for children, talks or
dramatizations of children's songs, outdoor games with and without materials, and games
gymnastic
All of Federico's educational play material is known as 'Froebel Gift'. In area
of mathematical thinking used solid bodies, points, lines, surfaces, blocks
geometric patterns and activity patterns.
In the following short video, you will see a 2-year-old girl manipulating blocks and you
You will notice the progress they have made compared to other children who do not have
contact with educational material. Remember that you can subscribe for free by clicking the button
red that is at the end of this page.
Famous Quotes by Froebel
To conclude, we mention 5 quotes from Friedrich Froebel that can summarize his way of
to think and to see life, education, and play:
Play is the main activity of the child and a way of expressing the inner world of the person.
Children are like little flowers: they are diverse and need care, but each one
it is also beautiful in solitude and glorious when seen in community alongside its companions.
Play is the highest level of a child's development. It brings joy, freedom, satisfaction.
internal rest, external rest, and peace with the world. The games of childhood are the leaves
sprouted from a later life.
Playing is the highest expression of human development, in childhood by itself, it is freedom.
expression of what is in the soul of a child
The destiny of nations rests more in the hands of women, mothers, than in the
holders of power, or from the hands of the innovators of which most do not
they understand themselves. We need to empower women, who are the educators of the
human race, otherwise the new generation cannot fulfill its purpose.