There are at least three posible interpretations for the relationship between games and education, which do not always meet eye to eye: the values of the spontaneous and free game in itslef, its manipulation, at different levels, in order to gain from it a specific educational virtuality and, finally, the use of the game from a clearly didactic perspective in order to benefit from it in certain learning practices.
Games, even in their freer and spontaneous versions work as a real parallel school, precisely because they form part of human beings’ actions, movements and participation throughout their lives. In general, changes in life come about due to actions.
By analising live games in his surroundings, the Galician researcher Antón Cortizas discovers the following about traditional games:
- They favour the asumption of our own culture;
- They present solutions for the desire to play for individuals of all ages;
- They are so complete that they practically cover all of the individual’s social learning needs;
- They favour the learning about the knowledge of the individual himself;
- They are integrated in the surroundings of the individual who practises them, because they arise from him and are a basic part of himself;
- They are also attached to adult learning;
- They are creative and adaptable, both in space and time, as are the individuals who take part in them, which allows for modification of rules and therefore for the modification and adaptation of each game if needed. Due to all of this there are no fixed rules leaving us with numerous varieties. Those who take part may also become recreators of the games;
- They have no cost or may be acquired or made easily;
- They favour the participation of family and neighbours , thus integrating the human medium;
- They are universal as they come from particularities;
- Their aim is never the basic competition. In competitive games, the competition is a mere excuse in order to actually play;
- All in all, their aim is the one that the participants set.
Traditional games are close to the medium. They are a part of the traditional culture of each social group; however, far from excluding they tend to integrate. They are not individual but universal. They are not private but public. They are ours and thus they belong to humanity. Both traditional games and entertainments are similar, if not identical, as well as in Galicia, in Latvia, Bulgaria, Denmark or Greece... Traditional games are World Cultural Heritage.
Bulgarian traditional games - Description in English and in Bulgarian
Traditional wooden games from Spain - PowerPoint Presentation
Games from Denmark - Description in English
Latvian games - Description in English
Spanish games in Denmark
Spanish games in Greece
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