Innovation in Language Learning

The synthetic presentation of theories about games will emphasise the importance of knowing their functions and roles in the optimization of the projecting and development of the array of playful learning forms at the intersection of the preschool and school cycles.

The content of this study is structured around the interpretation of the theories referring to the classification of the functions of games. We take into consideration the following approaches: J. Piaget’s in conjunction with the theories of Lev Vygotsky, D. B. Elkonin and Ursula Șchiopu. If from a theoretical point of view the knowledge of the functions of games is important, then from an applicative point of view, it is essential to classify them, to describe and to practise them. J. Piaget, Elvira Crețu, A. N. Leontiev have made different classifications considering the functions, the content and the form of different games.

The game is the educational process common to children involved in early education, which contributes decisively so that the transition from kindergarten to school is not being perceived as a shock, but as a normal and ongoing educational process. In addition to activities at the nursery, training and educational activities carried out in the early years of school have a higher degree of difficulty. Games contribute to the psychological development of young children. A psychologically well-developed preschooler or a young pupil will play much better and more beautiful than a less evolved child.

As a complement we can identify the electronic game type and the description of its forms that sends to the discovery of the pleasure to read from the iPad, eBook or any other support, compulsory joint with the pleasure of going to the theater or watching a film. The electronic gaming process can be understood as a characteristic of the actual evolutions based on the whole technologic and informational potential to offer young children other ways to play, to learn and to interact. Unlike the classic game, the ludic electronic process can take place beyond the limits of time and space. It occurs according to the orientation regarding the child personality development, and implicitly according to the permanent learning, enlarging the flexibility of thinking by children, their individualization and the complementary role of non-formal learning. The associated electronic games could lead, on one hand, to the decrease of the traditional status quo and, on the other one, to the increasement of the flexibility and eficiency of the educational process conducted in the third millenium.