Characteristics of preschool children's games

The characteristics of preschool children's games are voluntary, interesting and creative.

1. Voluntary. Games are children's active and voluntary activities.

Games can meet children's two inner needs: one is to grow up, and the other is to play an active role. In this period, children have a desire to be independent and live like adults, which is impossible in real life. Only in the game can they play the role of adults and imitate their words and deeds.

In real life, children are always in a passive position, often being asked, controlled and ordered. Therefore, they are eager to change their original passive position and take the initiative to attack. Games can realize children's wishes.

The game conforms to the child's physical and psychological development level. Children's thinking is concrete and vivid, and games deeply attract children with their own entertainment, fun, colorful and beautifully shaped toy materials. Children can control everything in the game, and the theme, materials and partners of the game are all decided by the children themselves. Children are the real masters of the game, so it can be said that the game is a free and independent activity of children.

2. fun. Children value the process of the game, not the result of the game.

Children's games have no utilitarian purpose, neither external goal nor internal agreement. Children participate in the game to enjoy the process of the game, not to pursue the result of the game. When evaluating children's games, adults should focus on children's participation in the game process, not the final result.

3. Creativity. Children's games have false elements and reflect social life in imaginary situations.

Children's play is an imaginary activity. Imagination of games means that children's games are the combination of imagination and reality, and they are the creative reflection of children's life experience in imaginary situations. In children's games, people's activities are realized through imagination and are not limited by real environmental conditions. Children's imagination comes from children's life experience. Teachers should enrich children's life experience, cultivate children's imagination and provide a foundation for the development of children's games.