a) El juego es fuente de alegría, de júbilo, de placer.

b) El juego constituye un fin en sí mismo.

c) El juego es espontáneo y voluntario, libremente elegido.

d) El juego propicia el aprendizaje: el juego está presente de un modo muy especial en los aprendizajes que realizan los niños durante los primeros años de vida. Pero su potencialidad como fuente de aprendizaje se mantiene a lo largo de toda ella. Aspectos como el desarrollo cognitivo y motriz o la adquisición de habilidades comunicativas o sociales tienen en el juego un importante campo para la exploración y el crecimiento personal.

e) El juego es una forma de expresión.

f) El juego implica participación activa.

g) El juego posee puntos de encuentro con las “conductas serias” (los niños acometen la actividad lúdica con una mezcla de alegría y seriedad).

h) El juego constituye un “mundo aparte” (la magia de la actividad lúdica).

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One Response about article

1. Mimi

   26 Marzo 2012 a las 12:52

   From my point of view, there is much more importance to using “games”, e.g. starters’ activities, icebreakers or even also called warm-ups, in the foreign classroom. They are a very good way to loosen up the learners and motivate them to think and act in the foreign language. It is important that learners feel comfortable, confident and focused on the language and with each other. To help a positive leaning environment develop, is the teachers’ role from a great matter – she or he is responsible for the well and active approach of the students in class. Depending on how a teacher greets her or his students to the classroom, how the classroom looks like, are there any pictures on the wall, is there music, are there attractive and curious objects, playing games as a way of warming the learners help the lessen “off to a good start” (Wright, Betteridge and Buckly 2006: 1-11). In my opinion, games have no age limits and can be used in a more adult classroom. Furthermore, the importance of designing the classroom in a more real-life way and developing a warm atmosphere, are as well not in the curriculum requirement, but we as teachers have to be creative and enthusiastic enough to motivate our students.
   Penny Ur and Andrew Wright mention in the introduction of their book “Five-Minute Activities”, for what purpose are such short activities good for: a quick warm-up to get the students in the right mood, for vocabulary review, could be used as a orientation activity to prepare the learners for the coming up new topic, or a game just to round up the lesson with a smile.
   When we say “game”, we of course think of competition which in a way can be stimulating for one, but also are destructive for others. That is way a “game” activity in the foreign language classroom should be challenging, but not that competitive, so that every student would feel inspired to “have a go” and do their best. Making players anxious and categorizing them as losers have a bad effect on the leaning process.
   “Language learning is hard work”, a statement in “Games for Language Learning” (Wright, Betteridge and Buckly 2006: 2); the effort a foreign language learner has to bring within memorizing vocabulary, understanding grammar structures, adapt and use them properly in conversations and written composition maintain a longer period of time. But games and such short activities help and encourage the learner to “sustain their interest and work”. They also help the teacher structure her or his lesson by filling in meaningful and useful language use to connect different language sequences, to provide information etc. “Games provide one way of helping learners to experience language rather than merely study it.” What matters is the quality of practice. In such starter activities there is a great deal of repetition and a particular language form, which helps the students to recognize the “working of language as living communication”. Icebreakers and other short activities involve a lot of action and emotions, thus making language meaning more “vividly experienced”. It is easily and spontaneously absorbed and is said to be more effective then the learning based on mechanical drills.
   In addition, I think that there is so much more to say about this topic. But I’ll save some of my comments for other interesting articles that I find here.
   Mariya Ivanova

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