Characteristics of children's games

1. Games are children's voluntary activities.

2. The game is to reflect the life around you in an imaginary scene.

3. Compared with work, the game is a non-utilitarian activity, which emphasizes the process rather than the result. Games have no practical value in society, no mandatory social obligations, and do not directly create wealth.

4. The game is accompanied by pleasant emotions.

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Extended data

1, the characteristics of role games

Children's impressions of social real life are the source of role games.

Role-playing is an active representation of children's real life. The theme, role, plot and material application of the game are all related to children's social life experience. For example, in the role game of "hospital", children play doctors and treat people with stethoscopes, but they often can't use stethoscopes correctly. The patient will listen to his head when he has a headache, his stomach when he has a stomachache, and his feet when he has a sore foot.

Sometimes the child will give the patient an injection where he feels pain; Some children will say, "Don't be afraid, aunt will hit you gently." "You are so brave, my child!" Wait a minute. When playing the "bus" game, children will shout "No.9, No.9, we are at the train station, 1 yuan 1 person, please get on the bus quickly" and so on.

2. Imagination activities are the main body of role games.

The process of role-playing is the process of creative imagination. In role games, creative imagination is mainly manifested in three aspects.

The first is the commitment of game roles (generation by generation), such as playing familiar roles in children's lives such as mothers, teachers, drivers and managers. Children use various materials to express their understanding and experience of these roles through language, expressions and actions.

The second is the assumption of game material (replacing things with things). In role games, children often use one thing instead of another, and they can also use one thing for multiple purposes. For example, use paper strips as "noodles", small plastic pieces as "rice" and popsicle sticks as "chopsticks".

The third is the assumption of the game scene (scene conversion). Children often condense or transform game scenes through one or several actions and imaginations, such as playing in a doll's house, and the mother touching the child's forehead, "Ah! The child has a fever, send it to the hospital. " As a result, I came back with my child in my arms in the yard and said that I had an injection and the child was ill.

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