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我们的许多伟大的思想家找到他们独到而深刻的想象能力思维能力,通过幼儿创造性游戏[ Sharna Olfman,心理学教授首次提出,Point公园大学]。玩,在其不同的形式,是儿童认知发展和社会性发展的一个重要组成部分(csikszentmihaly,1990;教务长,1990;罗戈夫,1993)。在认知发展的背景下,游戏被认为是基础的稳定过程,认知结构的发展是必不可少的。它是看不见的通过同化和顺应过程的认知发展。通过游戏,儿童排练基本的认知操作,如保护,分类和可逆性(皮亚杰,1951)。最重要的是玩,有特权的学习经验。维戈茨基(1979)指出,一个孩子可以通过玩别人,创造和改善他或她的最近发展区,因为在日常生活中经常涉及到的那些孩子的经历更复杂的活动。 然而,儿童游戏是不同的各种年龄和观点。对于幼儿来说,游戏是学习的基本方式。婴儿爱玩的咿呀咿呀学语教他们创造说出母语或任何语言所需的全部声音。学步的孩子知道,当你砰的一把金属勺子或木制勺子,你得到两个非常不同的声音。孩子通过戏剧来学习,有些孩子专横,有些胆小。因此,所有游戏设计都应该按照孩子的年龄来帮助他们在游戏中获得一些东西。适当的设计,可以与儿童的年龄类别,将有助于他们发展和塑造他们的思维水平。


Many of our greatest thinkers locate their capacity for original and profound thought in their imaginative abilities, first developed through creative play in early childhood [Sharna Olfman, Psychology Professor, Point Park University]. Play, in its diverse forms, constitutes an important part of children’s cognitive and social development (Csikszentmihaly, 1990; Provost, 1990; Rogoff, 1993). In the context of cognitive development, playing is considered fundamental to the stabilizing processes that are essential for the development of cognitive structures. It is indiscernible for cognitive development by way of assimilation and accommodation processes. Through playing, children rehearse basic cognitive operations such as conservation, classification and reversibility (Piaget, 1951). Playing is above all, a privileged learning experience. As Vigotsky (1979) states, a child learns through playing with others, creating and improving his or her zone of proximal development, because playing often involves more complex activities than those the child experiences in daily life.However, child play is different from a variety of ages and perspectives. For young children, play is fundamental mode of learning. An infant’s playful babbling teaches them to create all the sounds needed to speak their native tongue or any language. A toddler learns that when you bang a metal spoon or wooden spoon, you get two very different sounds. A child learns through dramatic play that some children are bossy, others timid. Therefore, all game design should be in line by age of the child to help them to gain something while playing. Proper design that can fit with a child’s age category will help them to develop and shaping their thinking level.


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