Forms of play that existed in early childhood, now gradually lose their developmental value and little by little are replaced by training and work. Teaching and working activity have a certain goal, in contrast to simple games. In itself, games for children of primary school age are becoming new. With great interest, younger students perceive the games that accompany the learning process. They make you think, with their help you can check and develop your abilities, attract the opportunity to compete with your peers.
Developing games for children of primary school age contribute to self-assertion and development of perseverance, develops in children the desire for goals and success, various motivational qualities. During the developmental game the child improves his actions in forecasting, planning, learns to weigh his chances of success and choose alternative ways of solving problems.
All educational activity in the primary school gives an incentive, first of all, to the development of psychological processes, to the knowledge of the entire surrounding world - the sensations and perceptions of the child.
Children of primary school age learn about the world with great curiosity, discovering something new every day. Perception can not happen by itself; the role of the educator is also important here, which teaches the child every day the ability not only to contemplate, but to consider, not only listen, but listen. The teacher shows what is primary, and what is secondary, accustoms to a systematic and systematic analysis of surrounding objects.
In the process of learning, children's thinking undergoes enormous changes. The whole world perception and memory is being reconstructed - this is facilitated by the development of creative thinking. It is very important to competently influence this development process. Now the psychologists of the whole world definitely declare about the qualitative difference of the child's thinking from the adult, and that with its development, it is necessary to rely only on knowledge and understanding of the characteristics of each individual age. Thinking of the baby manifests itself early, always when a certain task arises before it. It can arise suddenly (think of, for example, an interesting game), or it can come from an adult specifically to develop the child's thinking.
It is very common point of view that a small child exists in half in his world - the world of his fantasies. But in fact, the child's imagination develops by virtue of gaining some experience, gradually. It's just not always the kid has enough life experience to explain something new, faced with it for the first time in his life, and explains it in his own way. These explanations adults often find unexpected and original. But if you try to put in front of your child a special specific task (something to invent or compose), then many are lost from it - they refuse to perform the task, or they perform it without creative initiative - it is not interesting. Therefore, it is necessary to develop the imagination of the child, and the most suitable age for its development is preschool and younger schoolchildren.
Still, play and study are two different activities. Unfortunately, the school assigns not so much space to developing games, at once tries to impose an approach to any junior schoolchild in any activity from the point of view of an adult. The school somewhat underestimates the great organizational role of gaming. Leaping from games to some serious activities is very sharp - it is necessary to fill this gap with transitional forms, preparing for the lesson or preparing homework. And the important task of the teacher at school and the parents of the home is to make this transition the smoothest.