The role of Movement Games in the Socio-Affective and Psychological and Motor Development in Pre-schoolers

Abstract

Older pre-schoolers greatly enjoy movement games in which they organize themselves. Many times they play several games and display the same stamina from start to finish. With older pre-schoolers, one can notice the preference for certain games they consider funnier, and which they practice more often. With a careful choice and a grading of all physical exercises and movement games, they get to perform a complex of actions at different signals. For instance, when playing the “colorful circles”, older pre-schoolers perform the following actions at various signals: picking up the circles, running along the big circle’s line, grouping the small circles, etc. A series of positive aspects concerning the general body balance up to the age of 5 make the pre-schooler even more available for physical education training which grows continually more demanding but also improves the body’s general movement ability. [Chiriac, A. Chitu, 1983] Relay races, team competitions, and movement games in general, contribute to the education of a cooperative and disciplined attitude, which leads to inspiring the team player behavior and choosing the group leader.