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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Declaration in Defense of Child's Play 214

A Part of Article

Currently, the childhood needs to be protected by experts. Traditional forms of children's creativity and, above all, the play are replaced with television, video, computer, early learning. In many countries time to play is being reduced. It may cause consequences for personality development of children.

Children's play is mostly considered by adults as an entertainment, useless leisure, which stands in opposition with purposeful teaching and learning useful skills. On the other hand, the game is replaced by play techniques and teaching methods, etc. Such approach to play has consequences that effect children’s life. Under the formal democracy and compliance with the spirit of time, it separates the child from the original sources of his/her development.

The play is neither fun nor the method of learning. The real child’s play is free, independent activi­ty, which allows children to build their world and improve themselves. When playing the child learns physical reality, norms and sense of relationships and at the same time shows himself/herself and tries his/her opportunities. Lack of play in childhood leads to a gap of creative activity, possibility for com­munication, dependence of child from the outside world. The well-developed play can be beneficial for general development of the child.

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