Accessibility and arrangement of games

"They have full toys at home and they are not playing with anything!" Oh, how many times have I heard parents say this sentence in front of me and opposite how many times I also heard the sentence "Only you have a board game" for example or "he has full games and he always wants the same game/book" etc.

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Why they do not play, and what can be done with it, about it in the following points:

• Children will always prefer to go to the seller, to a place where they know the rules and order and have certainty on the one hand in it and on the other hand a greater sense of security that will lead to greater success and an increased sense of competence. Therefore they will choose the same book or game over and over again.

 

• Also, new games require a lot more effort to get organized and understand and it should be noted that in introducing a new game often more mediation will be required.

 

• Accessibility of games :

 

i. For children of different ages, there are different needs, not just for the current site the games are sorted by age and by different skills. As children grow up, it would be right, as in sorting out clothes that are no longer suitable, to take out the games that are no longer suitable for their needs. What do you mean? That if it is already a 24-piece jigsaw puzzle we do not need a 16-piece jigsaw puzzle for example. If he is already playing the lottery with 48 cards the one of the 9 can be moved or stored towards the next child and so on.

 

ii. Want the child to be independent in play initiatives? We organized the games at eye level first.

 

iii. A large load of games can create over-stimulation of the child who will have difficulty choosing from him the one game he will focus on. Set a space for a certain amount of play and as in the washing machine - do not be tempted to cram beyond the space that leaves ventilation.

 

iv. Construction games, cars, dice, dolls, and tools like housewife/doctor/work utensils - placed in separate containers, with priority given to transparent containers whose contents can be seen routine to action, preferred containers that are drawers and open so it is easier to return forgotten parts at the end of the day.

 

v. Define a play area by carpet and in board games that require greater concentration, also a clear seating area such as a pillow for each participant. Many children come to me with difficulty understanding the limits of their body which is manifested in difficulty in organizing, impulsivity, and even violence and this can be prevented by using and practicing play spaces from an early age. You can "play" with the definition of space by sitting in a hoop sometimes, on a stool, on a chair, etc. - each surface asks and trains the body to organize differently.

 

vi. Games of the same kind - some really need more puzzle and more lottery and more cars and more dolls - here too one has to pay attention to the excess that causes avoidance due to flooding.

 

vii. For young children who play a socio-dramatic game (a game that simulates roles from the adult world such as a doctor, mother, etc.) it would be correct to define a play area and next to it everything that belongs and enriches the game (tools at a desk for example).

 

viii. Drawings? I wrote in the past on Ynet why there is no need to keep children's drawings emotionally developmentally and yet, children really like to see them and their works (uncritically - in relation to the content and especially the "see you painted gray and white" for example) - I personally keep the pictures my children choose in a closed box with Date and name and also the same species from time to time and some of the paintings are displayed as an exhibition on his wall that I created on a rack of a gift ribbon between two nails.

 

ix. Mediation and participation: We are social creatures. The requirement that a child play alone can only exist if there is enough "together" in his container before, and even when he plays alone from time to time if you do not take a peek at him and admire his work he will ask you to see or refuse to play along. Recommends as always - at least 10 minutes unique for each child to play together every day. Even busy people are particularly easy to delineate when using the following options: a board game, a TV show, a ball game with a decision on the amount of dedication or shots, a book, cake making, or anything that has a start-middle-and-end.

 

x. Board games - should be placed vertically like books, so you can also see their names and more games enter on each shelf.

 

xi. If there are cabinets correctly will regulate the colorful stimulus of the games and store large games and boxes inside them.

 

Highlights:

 

• If a child invites you to a game that you do not really feel like playing, reflect on it "you really want… I want something else". If he insists - limit to one game he chooses and then choose one with you, it will show him that you too have your own desires and the common desire is to be able to have fun together.

 

• In addition - do not release a new game before making sure to collect the previous game. Adherence to transitions is important for practicing continuity on the one hand and restraint on the other - two important skills for academic and life success (also social of course).

 

And in conclusion:

 

It's important to play! Do not despair of encouraging playfulness. You can start, go back and continue at any age and with a lot of means, just walk around the site and be impressed by the abundance and ratings and what you can learn from each game

successfully and with pleasure,