– Speech and language: from the stammering, to telling to stories and jokes. – Social skills: to cooperate, to negotiate, to compete, to follow rules, to wait for turns. – Rational intelligence: to compare, to categorise, to count, to memorise. – Emotional intelligence: self-esteem, to share feelings with others. Also, the game facilitates the learning on: – Its body: abilities, limitations. – Its personality: I interest, preferences.
– Other people: expectations, reactions, how to take with adults and children. – The environment: to explore possibilities, to recognize dangers and limits. – The society and the culture: rolls, traditions, values. – Own dominion: to wait for, to perseverar, to fight with misfortunes and defeats. – Solution of problems: to consider and to implement strategies. – Decision making: to recognize options, to choose, and to fight with the consequences. In order to facilitate the analysis of the diverse contributions of the game to psychomotor, intellectual, imaginative, affective the development social of the boy, we presented/displayed a table in which although it separately appears each aspect, it is important to indicate that the game never altogether affects to a single aspect of the human personality but all, and is this interaction one of its more enriching manifestations and than more power the development of the man. If the game has an EDUCATIVE function, we will have to know clearly that it means the EDUCATION concept.
Generally and at level vulgar, it is understood by educated person, that one that an average culture has and knows to behave before certain situations. This definition, relies on facts that are truth, but the education is not only that, but something more. This definition is incomplete because only it would reflect the external factor, responding to the concept Pre-scientist. If we consider the etymological concept: education: I EDUCATE, YOU EDUCATE, TO EDUCATE, is understood as a process of it go inside to, synonymous raising, process of external influence.