In the child's life, the game is a particularly

attractive activity that evolves between

pure fiction and the reality of work and
helps us to know the child's inclinations
better, being the best observation tower
from which we can have an overview of the
child's development. The game allows us to
follow the child under all aspects of his
development, in all his complexity: cognitive,
motor, affective, social, moral
For the child, almost

The game is the

any activity is a game, phrase, the
through play he atmosphere in which A child who does
anticipates higher his psychological
not know how to
behaviors. For a child, being can breathe,
play, "a little old
consequently, can act.
"play is work, it is man", is an adult
We cannot imagine
good, it is duty, it is who will not know
childhood without its
the ideal of life. how to think.
laughter and games.


- a natural, universal experience;

- a form of individual or group activity;
- a way of exploring the environment;
-a way of developing social skills, intelligence, language, creativity;
- a way of transmitting and preserving authentic culture, of knowledge
and mutual understanding;
- the game offers opportunities for children with special needs, favors
social inclusion.
gă un antet
CHILDREN'S GAMES ARE VERY DIVERSE BOTH IN TERMS
OF CONTENT, CHARACTER, MATERIAL AND TOYS, AS
WELL AS IN TERMS OF THEIR PEDAGOGICAL
IMPORTANCE. THAT IS WHY THE PROBLEM OF THEIR
CLASSIFICATION IS A COMPLICATED TASK. IT IS
IMPOSSIBLE TO GROUP
GAMES ONLY ACCORDING TO THE AGE OF THE CHILD OR
THEIR CONTENT, CHARACTER, WITH
ALTHOUGH THEY ALSO HAVE SOME COMMON
FEATURES.
 In preschool pedagogy, the classification of children's games was
established
based on the level of independence and creativity of the children in the
game. P. F. Lesgaft believes that the preschool age is the period of imitating
new impressions and realizing them through intellectual work. Thus, P. F.
Lesgaft mentions
two groups of games that differ according to their pedagogical features: