The game is part of the daily life of children in Early Childhood Education. Whether as a spontaneous activity or more or less formalized, the game becomes a space for interrelation, personal growth and development in diverse areas: sensory, cognitive, and social. Apparently the smaller the child is, the more important the game is in his daily activities.

When we observe a child playing, we can not even imagine the accumulation of elements of his being that are being set in motion. The game involves a multitude of factors (physical, cognitive, emotional etc) that build a natural way of knowing the world. It is a powerful learning tool that for a long time has not had enough value in the school setting. Usually associated with free time and distraction, the game has not been used as a source of intellect development. Today, father, pedagogues, psychologists and educators agree in confirming the importance of the game to encourage learning.

It is a proven truth in any medium and culture: the child lives playing, the child's relationship with the world of play begins at a very early age, movement and senses are his first manifestation of play since birth." Small smiles, movements of arms Everything becomes a means to express oneself and also to play and, in addition, in a way to know oneself and to know the environment.The motor type game (developed from 0 to 2 years, approximately) is an intrinsic part of the life of the child.

As it develops as a person, the child discovers an endless number of objects that can serve as a starting point for any game, and through its manipulation, processes of pleasure and intellect are mixed in. The complexity of the game will become more obvious. As the years go by, the symbolic game (which appears around 2 or 3 years old) and the rule games (which appear around the age of 7) will emerge as a common way of playing. Game objects will support this action.

The game is part of the life of every person; now the stage of infantile education is configured like the star stage to develop this activity.

Many games teach the child to differentiate shapes and colors, to observe similarities between objects, to expand vocabulary or other skills. The game is the medium that allows children to open and cross the first door of abstraction. The game is a way to take a fragment of the culture or the life of a human group and give it a new constexto place it in a special situation, free of the burdens and limitations of the original context. The skills and learning that the game develops are very varied. We could say that every object used as a game by the child constitutes a source of progress and learning from a didactic perspective. Thus, a handful of stones or a bunch of leaves and branches can invite the initiation of mathematics.

From the psychological point of view, it does not seem necessary to insist on the pleasure aspect of the game, pleasure generated, in the first place, by the possibilities of freedom that it authorizes and by the domination of the imagination inmerza in the joy of creation but, also, by the sense of success in the realization of the game itself, which gives the child the desire the desire to move forward, to progress. The little one will learn little by little to transfer to work the desire for action and the desire for success that he has discovered in the game beforehand. At the same time, the toy allows the child:

• Improvise
• Help him get rid of his anguish
• Find a state of balance and security

The game can also be used as a therapeutic process. Free play, without help, without direction on the part of the adult, has been considered, among the professionals of the therapy for the game, a very beneficial possibility for the cure of emotional disturbances.
The immersion in the game allows the child to build an imaginary world, a universe of multiple characters. The dolls, the cars, the animals and the constructions are elements that give her a created and creative universe through which she expresses stories hidden in her unconscious.

From the relational perspective, games and games are, in addition, a powerful communication factor in family and school life. When the adult shares the game and the simulation framework that frames it, it offers the child security and a sense of what he does, consolidates ties between people of very different ages, gives way and creates new camaraderias and opens a shared game path that will be transformed into a social game.

Source

Since he was born, the boy spends a great part of his time playing. Throughout the first months you will love everything that stimulates your senses and catches your attention.