Social games with pre-school children

The aim of the thesis Social games with pre-school children is to present social games as one of the work methods for relational learning. The theoretical part defines the social development of pre-school children and focuses on social skills that begin to emerge in the preschool period and of course social games. The purpose of social games is active learning, meaning they provide concrete situations, through which children actively learn as well as use social skills and express their views and feelings. The empirical part comprises a study based on the implementation of social games, observing children, and using a rating scale. I wanted to see how many children will achieve the objectives of individual games. For the purposes of this study I observed their participation, behavior and motivation. The results have shown that co-operation as well as collective identity games are more suitable for pre-school children from fifth year onwards. Games encouraging getting to know each other and learning about our differences are suitable for pre-school children from their second year on and only need to be adapted if necessary. Conflict-resolving games are suitable for pre-school children from the third year onwards. Conclusions encourage all teaching staff to use social games, which aim to improve relationships between children and teachers.