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Gaming at the thought of leading scholars of law

Here are some ideas on the scope of the game, from different points of view about its essential features, among other considerations, which arise from the thought of notable scholars from different historical times.

J. Huizinga: The game is an action or a voluntary activity carried out in certain fixed limits of time and place, as a rule freely accepted but absolutely compelling, provided with an end in itself, with a feeling of tension and joy, and awareness of being otherwise than in real life.

J. Chateau:

The oldest child of three years is not carried by an invincible tendency to play, know what play it is in the grounds, therefore, where you should find the beginning of the game engine.

DW Winnicott:

The play has a place and time ... not found "inside" (...) is also "out." (...) (...) Play is to always remember is that the game is itself a therapy. (...) In it, and perhaps only he, the child or adult are free to be creative.

Florencio Escardó:

The game begins as the baby a very powerful life activity that directs the motor training, postural, sensory and communication with the outside world. Gradually acquiring powerful qualities and focuses on the time of magical thinking and symbolization, ultimately setting the school to be organized activity and acceptance of rules, commitments and penalties ...

S. Freud:

could say that each child in your game, it behaves like a poet, as it creates its own world, or rather, rearranges things of his world in a new way that pleases him.

psychodynamic (...) Among the peculiarities of the game are: a) is based on the principle of pleasure, b) achieves the transformation of passive into active, thanks to which the child gets the domain experience of their traumatic experiences, c) satisfies the repetition compulsion of learning that it strikes and the pleasure derived from the repetition itself.

Jean Piaget:

The game is the product of assimilation which is dissociated from the accommodation before returning in the form of permanent equilibrium, which will make it their complementary operational thought or rational. In this sense, the game is the extreme pole of assimilation of the real to me, and participates at the same time, as an assimilator of the creative imagination that will remain the driving force behind further thought and to reason.

SOURCE: I WANT TO PLAY

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Children the Game of the right

• children are the foundation for future the world.

• CHILDREN have played through all times and in all cultures.

• the game along with the basic requirements for nutrition, health, housing and education is vital to developing the potential of all children.

• PLAY is communication and expression, combining thought and action, gives satisfaction and sense of accomplishment.

• The Game is instinctive, voluntary and spontaneous.

• THE GAME is a way to learn to live, not just a hobby.

IPA Declaration on the Right To Play was originally produced in November 1977 at the IPA Council Meeting in Malta, held in preparation for the International Year of the Child (1979). Revised by the International Council IPA in Vienna in September 1982 and in Barcelona in the Convention on the Rights of the Child (adopted by the General Assembly of the United Nations on November 20, 1989) which states that the child is entitled to time free play and participation in cultural and artistic activities.

For all this is that play becomes a necessity, and therefore a law for children, considered at the International Convention on the Rights of the Child, Article 31, which states:

- States Parties recognize the right of the Child to rest and leisure, play and recreational activities appropriate to their age and to participate freely in cultural life and the arts.
- States Parties shall respect and promote the right of the child to participate fully in cultural and artistic activities and shall encourage the provision of appropriate and equal part in the cultural, artistic, recreational and leisure activity.

The Convention on the Rights of the Child is a legal instrument to the rights contained therein as an obligation for States which ratify it. Instead, the Declaration of the Rights of the Child is only a manifestation principles.

the way for the Convention is not only a signed paper is to make its factual content, that is, transforming section 31 in game actions that are meaningful to our children.

School is an important space in the lives of children, there spend much of their lives. At the same time, we know that ¨ the right and the need to play the children are no annual or even monthly, are daily and ongoing ° (3). Therefore, we are confident that the College recognize the importance of this law, and agrees to defend through reflection critical listening and play.

SOURCE: THE RED BALLOON