Types of Games According to Age, Theories, and Development: A Comprehensive Guide

Posted on Aug 31, 2024 in Physical Education

Types of Games According to Age (Jacquin)

Gay Jacquin lists 5 types of games according to age:

Gaming Prowess (3 to 5 years)
Exact Imitation Games (5 to 6 years)
Fictitious Imitation Games (6 to 7 years)
Downstream Mass Games (7 to 9 years)
Upstream Group Games (9 to 10.5 years)
Cooperative Conflict Game (10.5 to 13 years)
Evasion Games (13 to 14 years)
Racing Games (14-15 years and over)

Theories of the Final Cause

a. Preparatory Exercise Theory (Groos)

This theory seeks to extend the field of vision of the game and focuses on the biological phenomenon. The primary game is an imitation to test the development of skills that prepare children for full maturity.

b. Theory of Derivation for Fiction (Clapereda)

The game is a substitute during infancy for serious activities that are carried into adulthood, which the child cannot access because they are not trained for them.

c. Psychoanalytic Theory (Freud)

Human desire is oriented towards varied objectives that produce sensations characterized by intense emotional tone and pleasure.

Physiological Concept of the Game (Spencer)

An activity that living things perform without an apparent superior utility, as a means to eliminate their excess energy.

Psychological Concept of the Game (Jacquin and Russell)

Jacquin

Spontaneous activity with a freely chosen rule and an obstacle to overcome.

Russell

Pleasure-generating activity that is not done for a purpose outside itself, but for itself.

Games Classified Chronologically (Piaget)

Piaget considers the game as a component of the structure of the child’s thinking and matches the evolutionary phases of human intelligence in the game.

General Characteristics of the Three Basic Game Structures (Piaget)

According to Piaget, there are 3 stages associated with the game: sensorimotor play (functional play, game of the year), symbolic play, and games with rules.

• Sensorimotor Play (from birth to about age 2)

The child learns to play, and that game is essentially a functional similarity. Piaget explains this by making a comparison with the biological process by which any body is developed while working, and for this purpose and to grow, it needs food: mental activity also needs to function, grow, and be nourished from the outside. This is done in the first months of life through play exercise, with which the child is exercising the functions of their body and absorbing the knowledge of the outside world. The child takes pleasure in the exercises that involve sensory and motor coordination. At this time, the game is a repetition of movements (circular reactions) and learning new ones. Games are simple exercises.

Example: Looking at their hands, bringing their hands together and apart, searching, and taking a walk.

• Symbolic Play (approximately 2 to 6 years)

Its main function is the assimilation of reality. At this stage, the ability to evoke an absent object or phenomenon appears, and thus the right circumstances to manifest latent emotional conflicts within the child. During this period, the most significant learning takes place through play. This includes imitation (2-4 years), staging, and socialization (4-6 years). Role-playing is distinguished by the use of symbols specific to the child and doing “as if”. Through symbolic play, children develop different relationships with peers and practice cooperation, which allows them to foster operational structures and processes of socialization.

• Games with Rules (from age 6)

This mode combines the spontaneity of the game with compliance with the rules it entails. They have an essentially social function and are usually organized games, which are often performed together and involve some kind of competitiveness. The social adaptation of children through organized games and rule-governed worlds brings them closer to others and encourages sharing. Nonetheless, they are still interested in symbolic play, the play of the imagination, imitation, and transposition of roles with other beings. So more and more, the game seems to work by helping the adjustment of reality and socializing with their peers, providing a new way of growing up playing.

Which Theory Describes Play as a Substitute for Adult Activities?

This refers to the theory of derivation for fiction as proposed by Clapereda.

Basic Ideas of Superfluous Energy Theory

This theory considers the game as an outlet for superfluous energy accumulated in the living being.

In lower animals, activity is purely useful, so there is no superfluous energy.
In higher animals, with more developed facilities, excess nervous energy is reobtained.
This excess of nervous energy is channeled through redundant activities (games), which become imitative acts specific to the species.

Developmental Stages of the Game (Buhler – Classification Only)

Functional (0-1 years)

With the body (1 to 3 days)
With objects (3 to 10 years)

Representation (1 to 3.5 years)

Fiction symbolic
Representation of playful content

Construction (2 to 10 years)

Fundamental Ideas of Catharsis Theory

This psychoanalytic theory of influence posits that the game is an outlet for antisocial tendencies of human beings, which are channeled through sublimation. It considers the game as a download from aggressive instincts.

Fundamental Ideas of Clapereda’s Theory

This is the theory of derivation for fiction.

Clapereda states: “The game is a substitute during the infancy of serious activities that are carried into adulthood and in which the child can not access because they are not trained for this.”

Conclusions of the theory of derivation for fiction:

The game allows personnel functions for its own sake.
Interestingly, this derivation happens at the stage we are studying.
Both children and adults engage in this type of play.

Primary Circular Reactions and Piaget’s Perspective (Further Clarification Needed)

This question requires more context to understand what is being asked. Please provide more information.

How are Libido Wishes Manifested in Humans?

The desire (libido) manifests itself in humans from birth and is oriented towards varied objectives that produce sensations characterized by intense emotional tone and pleasure.

Freud believed that there are two opposite impulses within the living:

Erotic or sexual.
Impulse of hatred, destruction, and death.

Two polar opposites:

(Pleasure) – Love – Hate (Rejection)

Functions of Play from Freud’s Psychoanalytic Perspective

Hartmann states: “It is a theory that guides the discovery of the functions of the game and served for alternative satisfaction of human instincts, by:

Downloading anxiety:
1. Making symbolic of desire.
2. Change of passivity by activity.
3. Externalization of aggressive anxiety.

This is the defense against anxiety through play (removal of the child’s psychic conflicts through play).

Dynamic Characteristics of the Child (Buytendijk)

Characteristics of child dynamics:

Inconsistency sensory-motor or mental: The child is not ready for analysis and setting targets.
Impulsivity: Susceptible to changes in behavior.
Pathic attitude: Affective comprehension via sympathy or repulsion rather than by knowledge.
Shyness in dealing with things: Shyness occurs in a process based on birth.
- Attraction: Back to the old unit (mother, family).
- Repulsion: Tendency to independence, adulthood is reached.

Define the Method of Survey and Observation

To apply teaching techniques requires a thorough knowledge of the phenomenon. Data collection is key.

Survey Method: Based on more or less direct investigation of the student.

Method of observation: An observer analyzes and judges the child’s tastes or preferences (the completion of the game for the child).

Piaget’s Concept of Transmitted Rules in Games

Rules transmitted: The games are institutionalized over time and come from pressure from previous generations: traditional folk games.

General Ideas of Hedonistic Games (Chateau)

Hedonistic games: The purpose is the pursuit of pleasure through activities that stimulate the senses.

Such as noise or tactile sensations.
They appear almost simultaneously with functional games.
Are produced for the knowledge of one’s own body.
Playing with arms, hands, and fingers (sucking).

Basic Ideas of Disorder and Frenzy Games

Games of disorder and rage: They display a destructive trend pushed by dissatisfied impulses. This is driven by a feeling of pleasure in the destructive trend that is animalistic on one side and the desire for personal expression on the other. Consent of personality.

Usually occur between 4 to 10 years.
These two types of games remain in the adult.

Definition of a Toy According to Borotau

The toy is the accessory that is in itself a sufficient element of the game.

“The toy causes the momentum of the activity that will soon be a game, holds it, and is a function of their association with the game. An object designed as a toy and used for other purposes and is not used to play, is not a toy, in the final room. Only the use gives the toy its finality.”

Five Major Categories of Toys (Further Clarification Needed)

This question requires more context. Please provide the five categories you are referring to.

Games from 7 to 14 Years According to Jacquin

Collective Games Down

Occur from 7 to 9 years.
At age 7, the child enters a stage of conflict.
The hero’s cause is to try to create a group to imagine and assert themselves.
Engages in feat games to show their superiority and authority.
At age 8, the child goes through ups and downs with alternative variety, growth, and a sense of inferiority.
They turn their look to elders, trying to join the group in a supporting role, often ending in rejection.
Integrates lower again in imitation ages with games, failing miserably.

Ascending Group Games

Between 9 and 10.5 years.
Begins to control themselves.
Opens up to others, shedding their egocentrism. Appreciates their peers.
Admits themselves in the older groups as the second son and does not cause problems, starts to feel older.

Games of Cooperative Conflict

Are the games from 10.5 to 13 years.
The child is attached to the group through games called social partnership.
This period is of stability and balance both physically and psychologically.
They are highly motivated by physical activity.

Evasion Games

Are the games from 13 to 14 years.
Start the fall in interest in the game, turning their gaze toward the adult, trying to rival them.
A new era of doubt reappearing introversion.
Their social group sometimes is reduced to a friend.
Starts the interest in nature as a means of isolation (construction of huts, bridges, air).

Features of Stunt Games

Originates from years ago.
There is no cooperation with others, only isolation in the interests of anxiety.
The child proves their value to others on their own.

Classification and Characteristics of Games with Rules According to Piaget

Features:

Is social, done in groups.
Has competitive features: it requires the formation of teams fighting each other.
Is the only game that survives into adulthood. It is typical of adulthood.

Criterion 1: Type of rules

Rules transmitted: The games are institutionalized over time and come from pressure from previous generations: traditional folk games.
Rule spontaneous: Socialization comes from games and symbolic exercise.

Criterion 2: By nature

Games combinations sensor-motor: There is a predominance of physical exercise in leisure activity (throws, jumps, etc.).
Set of intellectual combinations: There is a predominance of mental development in play activities (cards, checkers, chess, etc.).

Games from 6 to 7 Years According to Jacquin

Fictitious Imitation Games

Begins to diminish their admiration for their parents. Becomes critical and realizes that their early idols have defects not previously appreciated.

Building Game Features According to Buhler

Construction Toys

If we put a child between 15 to 19 months before a tower, they will topple it.
Around 2 years is when they begin to pay attention to this sort of thing. The author called these “Games of construction.”
It’s a game purely manipulated.

These games are identified by the following criteria:

The child provides the results of what was done.
Causal findings are preconceived by the type of material.
The results lead to satisfaction, being considered a success.
The child acquires interest and attention.
The child has to build problems and solutions that cause satisfaction.

Construction phases of the game:

The construction of objects such as cubes on top of each other over the 18 months to 3 years.
Sand, clay, drawing, and painting between 3 through 5 years.
Children’s complicated mechanics from 5 or 6 years.
Manual labor such as construction and manufacturing of useful products from 6 to 10 years.
The possession of collections from 10 to 12 years.

Value of these games:

Relieves stress.
Raises satisfaction with the result obtained.
Allows the child to express their own personality.