Likely, there will be few people who would not remember the bygone childhood, time of carefree games, the fun saddened by nothing with affection. But whether so childish sports are lightweight and simple? Whether a certain sense is put into them whether they are important for normal formation and development of the child?
Many children's psychologists asked this question. As games of animals (both cubs, and adults) model their "serious" behavior: the kitten catches a piece of paper on a string, puppies fight, – and it is possible to call games of human children a rehearsal of those occupations which are coming them in the future. What main types of the games imitating adult activity can be considered in children's behavior?
For the child from a year to three years, perhaps, the main interest in a game, in manipulation of toys, - research. A rattle, the machine on wheels, a teddy bear, a doll – for it not only means of entertainment and cheerful pastime. A toy for the kid, first of all, – a research object. The child opens for himself the world; it will do the same and further, growing up and becoming the adult. The new toy is exposed to careful survey, palpation; children often even taste it. Then they open functional properties of a toy: a rattle it is possible to rattle, – to roll the machine, a bear – to squeeze and sleep with him, a doll – to rock to sleep and stack in a bed. Quite often the child goes further in the thirst of knowledge: breaks a toy to look that at it inside.
Isn't that so, process of mastering a toy by the child very reminds research process in general, so inherent in the person? In the beginning studying external properties of a subject; then – what with it can be done for what to adapt. Of course, the subject, good-for-nothing, will not be used by the person; and the child will quickly grow cold to the toy which is not answering to his inquiries: if with it it is impossible to run, make it sounds, to somehow imitate behavior of adults; in a word – to play. And even the lomaniye of toys is a model of research behavior of the person who asked a question of relationships of cause and effect of objects and the phenomena.
Therefore the preference which the child gives in early age to toys – is not casual. Then his informative skills thanks to which the person also became reasonable are formed. From the baby whose all interests come down to livelihood, the child, having learned actions with toys, becomes the researcher who is actively learning the world around.
The child grows, contacts to other children, interacts with them. And during from 5 to 6 years into the forefront other functions of a game – social act. A tag, tag, a hide-and-seek, a blind-man's-buff – in all these joint games children not only give vent to the energy, but also acquire those qualities which are necessary for existence of the person in society, for joint and purposeful activity of group of people.
In such games are accurately cast: is chosen "driving" which will look for, catch, catch up with other participants. Elections are held, in children's understanding, honestly: by means of the counting rhyme. The ritual is strictly observed: if the participant for some reason has to quit for a while the game, he shouts: "Churiki!". Suggested to play a hide-and-seek, a tag and other games has the right to tell immediately: "Chur, not waters!". Noticed in "zhukhaniye", violation of the rules, is exposed to censure. Norms of public work are so formed: readiness to submit to rules; recognition of an exception to the rules in certain cases, but is obligatory with respect for necessary formalities; justice and equality of participants of a game.
So, games of children – for each age, more and more becoming complicated, – important, if not the main factor of training of the child for adulthood and normal functioning of the person in society.