Game – Philosophy of Child’s Creation and Life

Abstract

The article revealed the game as a social and cultural child’s life and creative philosophical meaningfulness.
 Scientific discussion and debate problem directions are demonstrated, described their content. Disclosed: what game questions are highlighted in Lithuanian and foreign scientists’ research works in search of his creative, existential, cognitive meanings; why scientists describe the game as a child’s living world project, say that in the scientific meanings, this question is very paradoxical? The paradox interpreted as follows: the more delves into the meanings, the more questions remain unanswered. Issue of the scientific debate and discussion convergent: social, cultural, cognitive, creative meaningfulness of the game to a child’s life. The game features a variety of concepts and the child’s motivation for resolution in the game, the pedagogical conditions of the game, social – philosophical meaningfulness, and effective process of the game, adult’s role in it, the child’s sociocultural competence and expression in adult and children’s cultural possibilities /impossibilities.

Žaidimų terapijos taikymas ikimokyklinio amžiaus vaikų emocinės sveikatos ugdymui(si): ugdomojo projekto rezultatai

“…Problemos ištirtumas: emocijų sampratą, vaikų emocijas ir jų reikšmę analizavo R. Žukauskienė (2012), V. Legkauskas (2012), C. Grosse, B. Streubel'is, C. Gunzenhauser'is, H. Saalbach'as (2021) ir kt. Mokslininkai (Brandišauskienė, Maslienė, 2014;Juodaitytė, Malinauskienė, Šiaučiulienė, 2015;Brėdikytė, 2017;Jakimavičienė, 2017) pagrindė žaidimų reikšmę vaikystėje. Jų teigimu, pasirinkdami žaidimo taisykles ir numatydami žaidimo prasmę, vaikai mokosi atsakomybės, pareigingumo.…”