Η αξία του ελεύθερου παιχνιδιού στην προσχολική τάξη

Abstract

Abstract The daily program of the kindergarten (Government Gazette 79/2017) is structured in organized activities and in the free employment of children in the centers of interest - corners of the classroom, that is, in free play! Children learn as they move, touch, experiment with a wide variety of materials, as they try out the solutions they give to different situations of reflection and evaluate the results of their actions. They still learn as they cooperate, when they interact, even when they disagree, that is, they learn by playing! According to Piaget, the acquisition of knowledge is an active process and children gradually build knowledge through their own activity (Skoura, 1991; Ferreiro, 1998). The free play of children in the corners of the classroom, in a well-organized learning environment, in corners equipped with appropriate educational material, in the formation of which children actively participate, has a very important value and role in the pedagogical process. The game integrates learning, gives opportunities for autonomous activities, for student interaction, supports the development of a topic that can be worked on in the classroom, encourages creativity, stimulates the imagination, socializes, offers self-knowledge and self-confidence. At the same time, it is a valuable tool in the hands of the teacher, as it gives him the opportunity to better observe the students, to intervene if and where needed, while encouraging the autonomy of children, to act as a supporter and individually in case of difficulties he may identify. In short, it is an excellent aid for observation and (self) evaluation. Based on all the above, the value of children's free play, we introduce the following bibliographic thesis, illuminating the value of free play in the preschool classroom.