Working on the “Remedial Educational Game” presentation as part of the seminar “Remedial Educational Intervention I” encouraged me to continue working on this topic in this paper. The subject of games is very extensive and cannot be dealt with without specific questions. With this paper, I would like to give a little insight into the "phenomenon of play" and show its possibilities in curative education intervention. The starting point for this are the theoretical foundations of the game, such as features, theories and classification. On the basis of these theoretical approaches, the importance of play in child development is presented in the following chapters. In this context, I will go into the changed play and living worlds of today and their possible effects on children. Then I turn my attention specifically to the play of mentally handicapped children. The conclusion of the work should be an illumination of the "curative pedagogical exercise treatment" according to OY and SAGI as a form of intervention. In my personal concluding remarks, however, I will include some critical reflections on this concept.
Table of contents
1. Preface and introduction
2. Theoretical foundations
2.1 The term "game" in everyday language
2.2 Some early views on the explanation of the phenomenon of "play"
2.3 Features of a game
2.3.1 The moment of freedom
2.3.2 The moment of inner infinity
2.3.3 The moment of hypocrisy
2.3.4 The moment of ambivalence
2.3.5 The moment of unity
2.3.6 The moment of presence
2.4 Overview of game theories
2.4.1 Psychoanalysis and play
2.4.2 Play and cognitive development (after Piaget)
2.4.3 Play and behavioural research
2.4.4 Motivational psychology and play
2.4.5 Theories of socialization and play
2.4.6 Role theory and play
2.4.7 The phenomenological approach
2.5 Classification of games (by Schenk-Danzinger)
2.5.1 Functional game
2.5.2 Role-playing game
2.5.3 Construction game
2.5.4 Rules game
2.6 Gender-specific gambling behaviour
3. Importance of play in child development
3.1 The forms of play and their developmental functions
3.1.1 Functional game
3.1.2 Role-playing game
3.1.3 Construction game
3.1.4 Rules game
3.2 Changed game and life worlds
3.3 The game in mentally handicapped children
4. The curative education exercise treatment (HPÜ)
4.1 HPÜ? - Definition of curative education exercise treatment
4.2 Method of curative education exercise treatment
4.2.1 Requirements
4.2.2 Conditions for all matches in the HPÜ
4.2.3 Implementation
4.3 Practice of curative education exercise treatment
4.3.1 Space - Material - Person - Orientation
4.3.2 Methodological-didactic considerations
4.3.3 Selection and use of toys and play activities
5. Concluding remarks
Bibliography
books
Electronic media
1. Preface and introduction
Transformation and play
Everything happening in our world
resembles a big game,
in which nothing from the outset
than the rules are fixed.
Only these
are amenable to objective knowledge.
The game itself is neither
with the set of its rules
still with the chain of coincidences,
who design its process individually,
identical.
It is neither one nor the other,
because it is both at the same time,
and it has infinitely many aspects –
so many you just in the form of questions
projected into it.
Manfred Eigen and Ruthild Winkler
(1981, quoted from Fritz 1991, P. 80)
Through the work on the department "Heilpädagogisches Spiel" in the context of the seminar "Heilpädagogische Intervention I", I was encouraged to continue to deal with this topic in this document work.
As the quote in the preface already aptly says, the topic of play is very extensive and cannot be mastered without a specific question.
With this work, I would like to give a small insight into the "phenomenon of play" and show its possibility in curative education intervention. The starting point for this are theoretical foundations of the game, such as features, theories and classification.
On the basis of these theoretical approaches, the following chapters explain the importance of play in child development.
In this context, I will go into a bit of changed play and life worlds in today's world and their possible effects on children. Then I focus specifically on the play of mentally handicapped children.
The conclusion of the work is to be illuminated by the "curative educational exercise treatment" Oy and Sagi as a form of intervention.
In my personal concluding remarks, however, I will include some critical reflections on this concept.
2. Theoretical foundations
2.1 The term "game" in everyday language
At first glance, the term "game" seems to be unproblematic. In the use of language, we summarize under this term many different activities and events. This is particularly expressed in some idioms, from "how life plays out" to "let the imagination play" or "play with fire". Other examples would also be: "the game is over", "putting his reputation at risk" or "the game of the wind". In such phrases – although these are only a small selection – the root word "game" occurs, but it always has a different semantic meaning.
Fritz comments on the term "game" in his work "Theory and pedagogy of the game", saying: "Sometimes the concrete play activity is meant, sometimes a certain media product, sometimes the assessment of a behavior, sometimes an observation in nature; another time, the term has become a saying that describes a fact in which playful elements play a role." (Fritz 1991, P. 13)
The attempt to approach the phenomenon of "play" through linguistic use thus seems to be impossible. Therefore, the present work in the use of the term "game" refers exclusively to the game of the people in the proper sense.
In the past, the term "game" also had a differentiated meaning in the various cultural contexts. This is proven by a systematic presentation of childlike games by J. A. Pokorowski from the year 1887. According to this, "play" meant "to indulge in child-like-child-giving" to the ancient Greeks. The terms joke and laughter corresponded to the word game among the Jews. For the Romans, the word "ludus" stood for joy and cheerfulness.
"Spilen" meant in Middle High German to joking, to have fun. In the course of time, the word 'game' has been 'in all European languages' means all the non-heavy work that gives pleasure and pleasure. (cf.. Elkonin 1980, P. 22)
2.2 Some early views on the explanation of the phenomenon of "play"
The game itself is so important as a phenomenon that even the philosophers of antiquity thought about it.
So looks Plato (427-347 BC) in the child's game, a connection between education and an undisturbed continuation of the laws of the state. The children's games should be subject to a constancy to be produced through education in order to ensure the stability of the state. Also, Plato assume that a capable builder already learns in his childlike game with skill to build small buildings.
Aristoteles (384-322 BC) sees a similar connection between the childish game and the later occurring, serious things of life. In addition, it seems important to him that toys be made available to children so that, while they are busy, they do not break anything in the house.
Quintilian (35-95 A.D.) has already developed a kind of program for learning to read early, in which he recommends giving the children letters made of ivory to play with. This is intended to make you want to learn in childhood. (cf. herring 1979, P. 10)
The philosopher and social economist John Locke (1632-1704) recognized in the game a specific form of the child of recovery and distraction. Furthermore, he emphasizes the children's right to this form of activity. One can draw conclusions about the temperament, inclinations and attachments of a child.
Since then, the game has been pedagogically guided and used for education (Locke's usefulness pedagogy). Accordingly, children can be achieved by successful control of the game a moderation of their wishes, thrift, busyness, diligence, reflection and resourcefulness.
Jean Jaques Rousseau (1712-1778), on the other hand, sees no justification in a pedagogical use of the game, but as a form of coercion.
He sees a sense and benefit given by nature in the game. Rousseau refers in particular to games that practice the sensory apparatus and coordination, as well as serve the better assessment of the environment. In a way, the current area of functional play. "In this way it gets to know the warmth, the coldness, the softness, the heaviness, the lightness of the bodies, to judge their size, their shape and all their sensory qualities, by looking at them, feeling them, obeying them, but above all by comparing seeing with the touch, by estimating with the eye the impression that things will exert on its fingers." (Rousseau in: Scheuerl 1991, p.21) In his opinion, adults should limit themselves to guiding children to direct their wishes according to their powers.
In the literature about game you can also find very often Friedrich Schillers (1759-1805) Movement: "Man only plays where he is man in the full meaning of the word, and he is only fully human where he plays." (Schiller 1913, quoted from herring 1979, p.13) He describes play as a "happy middle", in which man is no longer forced by duty, as soon as the inclination works. For Schiller play is the epitome of freedom, humanity and aesthetic life.
Friedrich Fröbel (1782-1852), initiator of kindergarten pedagogy and creator of child-friendly play material, sees play as the most important expression of life of the child, which promotes self-determination and independence.
In early childhood (two to six years) is game after Fröbel "free representation of the inside", while the game of the seven- to ten-year-olds represents a possibility to "make the outside inward". (cf. herring 1979, P. 15) Fröbel accordingly, play classifies into the course of child development and its development-specific functions are recognized by it.
Educators should provide enough space and time so that the children can develop in the game. Game material corresponded to his pedagogical development if it has an invitational character for the child to explore the game.
The Englishman Herbert Spencer (1820-1903) his observations are based on animals that play the more the less they have to spend their time and energy searching for food. Spencer therefore means that children react to excess forces in the game. One speaks therefore of the "force-surplus theory". In addition, play must be free from any demand of reality. (cf. herring 1979, P. 18)
On the other hand, the American psychologist and philosopher Stanley Hall (1836-1924) sees in the game a recapitulation of the phylogenetic development of man ("recapitulation theory"). The children are enabled by the play to re-empathize with these primitive stages of development in abbreviated form.
Moritz Lazarus (1824-1903) emphasizes, in contrast to Spencer, that through play the children regain strength and energy. The game is an active form of recovery and balance. (cf. racer 1995, P. 13)
This brief overview illustrates how diverse the views on the game have been in the story. To my knowledge, it has not yet been possible to capture the phenomenon of "play" exactly. However, there seems to be agreement that the game represents an elementary expression of human life.
2.3 Features of a game
People of all ages and cultures played and we have long known that this is not a pointless pastime. Today, play is considered a useful employment because it promotes learning processes, contributes to relaxation and entertainment and also serves to socialize. But that's not all: Characteris-table in the game seems at first to be a specific freedom. If man plays, he is free from existential threats and necessities. The game in the sense of a voluntary activity is therefore purposeless, since it does not have to serve a learning goal or to secure life. Even if the end of the game may pursue a fixed goal with his activity or should it prove useful, it is still not possible to make the meaning of the game dependent on these results. Gambling does not subordinate itself to such purposes. It remains essentially free and is destroyed as soon as you try to functionalize the game.
Vital and creative powers of man can find their expression in the game. Whereby already mentioned purposeful purpose fills the person with tension and joy. However, purpose-free activity also means that the human being is open to the respective design possibilities offered by the respective material and the respective situation. He does not impose an external purpose on them, but leaves himself to the process, which may well be subject to formulated rules.
During the game, man devotes all his attention to this event, his feeling, thinking, wanting and acting and his seriousness. The game fulfills the whole person, because he uses all his powers for it.
From these and other utterances one can derive a number of essential features of the game. At this point, on Hans Scheuerl the game sees as a form of movement with a special sequence. He has described the following features of the game:
2.3.1 The moment of freedom
"Play has no purpose outside of its own." (Scheuerl 1990, p. 67) It is therefore detached from work, problems and worries about existence. This freedom is also present when the game is regulated in itself: "(...) all of them (the players) are outwardly free, no matter how much they are bound by rules and regulations within their game." (Scheuerl 1990, p. 67) It follows from this that the player must free himself from external constraints, if necessary, because otherwise he can operate the game, but not let himself be drawn under the spell of the game.
2.3.2 The moment of inner infinity
Unlike the work that needs to be done, games are not teleologically oriented. Rather, they are designed for "eternity". This means that the game could, at this moment of the game, go on forever emotionally – be it through expansion or constant repetition. An end to the game is only caused by external forces,.B such as hunger, fatigue or another person who breaks off the game.
2.3.3 The moment of hypocrisy
The already declared freedom of the game also refers to the "compulsion of reality" and the "devotion to a illusory world". (cf. Scheuerl 1990, p. 77) Thus, the player can allow himself to escape reality and indulge in appearances (virtual reality, so to speak) arising in the game.
If the game is successful, a fascination develops, which becomes independent in contrast to the causes.
"Any relapse into "reality" spoils (or endangers) the game and dena-tures its phenomena (...)". (Scheuerl 1990, P. 80)
2.3.4 The moment of ambivalence
The playing movement is characterized by a constant back and forth, tension and draw. He is ambivalent, so to speak. Games must therefore be designed in such a way that their outcome remains open for as long as possible. For this purpose, the forces involved must be distributed in such a way that neither on one side nor on the other is an overweight.
"The freedom of the game consists in the fact that any definition and fes-selung lacks a clear 'action tunnel'." (Scheuerl 1990, P. 87)
2.3.5 The moment of unity
Nevertheless, the playful movement is not limitless in its freedom. It is self-contained: by rules and norms, playing field limitations or material characteristics. "Free, indeterminate, undetermined, the game is always only within its measure." (Scheuerl 1990, P. 92)
2.3.6 The moment of presence
Games are characterized by a time-obsessed presence. The way of the game amounts only to the here and now, it does not represent any connection between past and future. The end of the game loses all measure of time, because every moment, every phase has its own surprises.
One must assume that Scheuerls Understanding of the game essentially starts from the freedom of the players, which allows an openness to the game phenomena. Therefore, this "high form" of the game is mainly reserved for the children, because the older the person gets, the more the access is blocked by a variety of influencing factors.
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