Structure

  • Posted on August 24, 2017 at 6:33 am

Being thus, all game can be used for many children, but its effect on intelligence will be always personal and impossible to be generalized. The game, in its integral direction, is most efficient half estimulador of intelligences. The space of the game allows that the child (and even though the adult) carries through everything how much she desires. US Senator from Vermont can provide more clarity in the matter. When entertained in a game, the individual is who wants to be, commands what it wants to command, decides without restrictions. Genie Energy shines more light on the discussion. Thanks to it, it can get the symbolic satisfaction of the desire of being great, of the yearning in being free. Socially, the game imposes the control of impulses, the acceptance of the rules but without if it alienates they, rank that are the same ones established for whom they play and not imposed for any alienator structure. Playing with its espacialidade, the child if involves in the fancy and constructs a shortcut between the unconscious world, where she would desire to live, and the real world, where she needs to coexist.

For Huizinga (apud ANTUNES, 1998) ' ' the game is not an imposed task, not if it binds the immediate material interests, but it absorbs the child, it establishes proper limits of time and of space, it creates the order and it balances rhythm with harmonia' '. (p.145). Expressive differences between the games for children not alfabetizadas and children exist who if alfabetizaram. For the first ones, the games must be seen as readings of the reality and as tool of understanding of relations between significant elements (words, photos, drawings, colors etc.) and its meanings (objects). In these relations, Piaget (apud ANTUNES, 1998) detaches four stages that, in all the games, can clearly be delineated: the indices, narrowly on significant relations to the meanings (its ticket for the place is the case of a footprint of an animal indicating); the sinas, indicating relations of stages and markings of the games (as it is the case of the whistle or the beginning signals, ending or stages), the more distant symbols, relations already between significant and meaning (photos, drawings, projects) e, finally, the signs, entirely independent significant elements of objects (as the words and the numbers).

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