Preschool children\'s games

First, the content of the game features

Children\'s games in small classes, with infant games almost in many places also, topics more of the game is reflected some of the things of everyday life, always imitated the adults of some action. Of course, children in small classes has begun not content with simple actions repeated, but sought to give these actions at a certain meaning. For example, small children are not just like a baby doll spoon in mouth, simply repeat the Fed action, but also sought to make mother look like.

Manager in children\'s games, often by adults working and living, for example, reflect the work and family life by adults \"House\" and other games.

Big children\'s game content richer, more complex. In a large class of children in the game, have often see reflect game, relationships, social life, for example, \"Community Center\", \"hospitals\" and other games.

For example: children in small classes for \"hospital\" game, always meet in a number of medical use of appliances, such as stethoscopes, syringes, tweezers, and so on. And the Manager children to \"nurse\" and \"patient\" relationship as \"doctor\" key elements of the activity. To a large class, began to \"doctor\" to \"patients\" meticulous care and so on.

Second, from the perspective of forms of the game

Children\'s games in small classes is to a large extent, around things such as toys, materials and other direct control. For example, small children when picking up rubber tube (the stethoscope) when, say, \"I\'m a doctor\", just under stethoscope direct stimulation of the game materials, children experience the \"doctor\" activities of this role, without a stethoscope, that children are often impossible to play \"doctor\" for this role. Furthermore, children in small classes in the game there is a dispute, often arise is due to compete for the toy or game materials.

Manager game for children, the situation is not the same. Manager when children in the game, generally starts with assigned roles, that is, children\'s games to their already had initially planned. They have not like small children, the only interested in games, but sought to further understanding of the significance and the role of the show, and tasks. For example, \"on the train\" game time, and not just content with rocker cranks red, or \"Ming Ming\" Geoscience trains, but seeks to reflect the relationships of various figures in the process of opening the train activities. Disputes often occur in the game on the distribution of roles.

Big children\'s games, there is a greater change. Large classes children can own in advance of the games, consult allocation game roles. Also, you can more understand and adhere to the rules of the game. In the game if a dispute problem can usually be solved by the rules of the game. Dispute at this point in the game is often caused due to the implementation rules of the game.

Third, other features

Small children are vulnerable to the effects of external things, interests often change, in most cases, the same game, often only play a few minutes or up to a dozen minutes Manager children can continue to play a game for 40~5O minutes; class children are often in good days are interested in doing a game in a row.

Very few games for children to participate in small classes, most like to do individual games, even in the play with the number of participants is small (2, 3), medium back children\'s play collective is to expand the; as for the big game, is often a collective game, and each role to act according to the plot of the game and rules, to make the action more coherent with each other.