The Role and Significance of Game in Early Development of Preeschool Children

Abstract

Man develops and changes from conception through end of its life cycle. Under development we mean series of quantitative and qualitative changes over time period that can be progressive or regressive (but not pathologicalthose changes are not subject of developmental psychology).Preschool age is period in which whole series of developmental changes occur. Child play in early childhood is dominant daily activity. Music game and the increasing attention paid to it has been a result of changing the concept of musical upbringing and education in broader professional circles. In the same time it is beyond dispute that learner-specific features are significant factors of foreign language learning and teaching. Pleasure, which is a consequence of play, is the only conscious reason of why child engage in play. Child play is the activity that is PUPIL: International Journal of Teaching, Education and Learning ISSN 2457-0648 Available Online at: http://grdspublishing.org/ 99in the same time game and work because play affects all aspects of child development (sensomotor, cognitive, emotional, moral, social, as well as speech development). In social view, play is preparation of child for life in society with others. Also, we will include classification of preschool children games, in accordance with their level of cognitive development and level of social inclusion.

Introducing the fundamental theorem of arithmetic through a mobile game

“…Traditional teaching does not lead to fast and well learning in order to achieve a goal for students in the future when compared to teaching mathematics through the game (Gee, 2003). Games are activities where effective learning takes place by enabling the individual to discover himself, his environment and new worlds (Tanja, Euđen, & Jelena, 2017). In addition to many variables such as motivation (Papastergiou, 2009;Heshmati, Kersting & Sutton, 2018), achievement (Kim & Fe, 2017), problem-solving and programming skills of students (Hong & Chu, 2017), the teaching approach with the game has positive results on the permanence of learning (Hsu, Chen & Cao, 2017).…”

Non-School Factors Associated With School Dropouts in Uganda

“…The majority of other factors affecting school dropout rates lie outside the direct influence of the school and education policy but within communities and households (NPA, 2015). (Soares, Fernandes, Nobrega & Nicolella, 2015), quality of teachers (Klaharn, 2017), adoption of new teaching methods (Laadem, 2017;Pace, 2017), involvement in extracurricular activities (Tanja , Euđen & Jelena, 2017) among others and non-school related factors including household work, lack of parental guidance in studies, large family size, poor economic condition of the family, failure in examination, lack of time for study, punishment by teachers, lack of interest in studies as some of the factors influencing school dropout (Baruah and Goswami, 2012). Others include perception of better job opportunities if studies are completed (Soares et al, 2015), gender and parental socioeconomic status, household wealth and mother's and father's education, geographical location (Kazeem, Jensen, Stokes, 2010).…”