The educational value of games is reflected in

For a long time, the game in the practice of early childhood education and teaching has only been used as a tool or means to manipulate the attention of young children, improve the efficiency of knowledge transfer and skills training, and even standardize the teaching order, without the slightest regard to whether young children really get the psychological experience of play, as the so-called "not the children in the game, but in the game children "

This is the first time that I've ever seen a child play with a game.

The root of the understanding behind this phenomenon lies in the unidimensional view of play as an exogenous activity or behavior. Because of its inability to give sufficient attention to the inherent spiritual meaning of the game and its educational value, and is bound to lead to an over-emphasis on the immediate realization of the teaching goals of the utilitarian game values and practice of the formalist orientation. It can be seen that it is necessary to jump out of the limitations of traditional understanding, to interpret the existence of children's games and their value to education and teaching, and to determine the possible paths for the full realization of the value of games in kindergarten curricula.

The substantive value of play, that is, the existence of play as a substance, is fundamentally a spiritual existence.

Dewey realized that the spirit of play is of far greater educational value than the form of the activity itself. He said, "The attitude of play is more important than the play itself; the former is the attitude of the mind, the latter is the present external expression of that attitude." Undoubtedly, once play is regarded as a state of mind and spiritual tendency of childhood, it becomes synonymous with children's nature and the spirit of childhood, and becomes a kind of life existence and way of life for children. In this way, the value of the game in pre-school education is bound to cross out of the micro-operation of the teaching form only, and obtain a more profound and broader significance.