All articles

Play is one of the most acute problems of modern preschool pedagogy. Value of play for child development is recognized by virtually all experts. However, there is a tendency to remove play from pre-school education. One of the causes of displacement of the preschool play is the uncertainty of the concept of “play”. Despite the familiarity of the term, its meaning is understood and interpreted differently. This issue is addressed in the article in a detailed way. Different approaches to the understanding of the play from the point of view of psychologists are described. Special attention is given to play where there is no role, but there is an imaginary situation in which the child acts “not from things but from thought.” The author extends the concept of the play and brings different kinds of visual games.