Erasmus KA2

1.  "Games as a main teaching strategy"Games as a main teaching strategy
for children: integration to all thefor children: integration to all the
activities of the educationalactivities of the educational
process"process"
 Erasmus+ KA2 Strategic Partnerships for the school education project :
 ““Puppets mission: childhood withoutPuppets mission: childhood without
borders“borders“
 „„Păpuşile cu misiune: copilărie fără frontiere”Păpuşile cu misiune: copilărie fără frontiere”
MINISTERUL EDUCAŢIEI ŞI CERCETĂRII ŞTIINŢIFICE
Ş C O A L A G I M N A Z I A L Ă “IOAN BĂNCESCU”
LOC. ADÂNCATA, JUD. SUCEAVA, 727005
TEL/FAX 0230-528840 E-MAIL : sc_adancata_sv@yahoo.com

2. Game and playing seem to define the age of
innocence. But, while playing implies
spontaneity and relates to a specific mood
generated by instinct, game means convention
and originates from the will of knowledge of
the world. It implies communication with real
world which is transposed into the fictional
world using rules accepted by players.

3. The teaching game - an activ method, child
centred;
It is usually used in common activities, even
though it can be successfully used in free-chosen
activities, being assimilated as a method of
organization of the activity with preschoolers;
 It takes part of the games with rules by which
some teaching tasks (cognitive, affective,
aesthetic , socio-relational) can be solved in a
motivating ludic way for the child.
The teaching game can be used as a method
and way of organization of the activity with
preschoolers for all the subjects from the
curriculum.

4. o The content of the teaching game
 the teaching task
 the rules of the game. Each teaching game has
at least two rules:
 the first rule translates the teaching task in a
concrete attractive task where the exercise in
transposed into game;
 the second rule has an organising role specifying
when a certain action of the game has to start or
stop, the order of the players.
 game items
 the teaching material

5.  Methodologically speaking, the teaching game has
the following stages:
 introducing to the game: catching voluntary attention
using a ludic motivational procedure;
 presentation of the teaching material: from the
teacher’s desk and individual;
 presentation of the title of the game and its aim
(the reference objective) in an easy way for children.
The title has to suggest the content of the game because
it becomes a leitmotiv in the stages of the game;
 explaining and showing the rules of the game:
succesively or simultaneously according to the age and
the complexity of the rules;
 setting the rule: to evaluate the level of understanding
of the rules, 2-3 children are asked to repeat them;

6.  the teacher plays the game: clear, concise, centred
on the task and the rule of the game;
 proving/showing the game for feedback;
 children play the game using game items according to
the rules;
 complicating the game in stages from easy to
complex. Each stage of the game refers to a
behavioural objective turned into a teaching task with
adequate strategies.
 Ending the game is the moment when there is a final
evaluation of the level of accomplishing the teaching
tasks, respecting the rules and group and individual
behaviour of the children. At the end, there are winners,
stimulents/prizes and there are also stimulative
feedback for those who didn’t win the competition.

7. BUTTERFLIES
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This material reflects only the point of view of the author. The National
Agency and the Commission are not responsible for any use of the
contained information.