Traditionally the educationalist's interest in children's games seems to be instrumental, if not manipulative. Playing games children can and should learn - the socially desirable, that is. Games seem to offer themselves such exploitation. They subsist in a state of mind and convention rather then in a relation to a specific kind of objects. Any human ability can be played with as a game of skill - competing with others or with personal records. Any human ability can be personified and as a role simulated - and thus trained or at least experienced. And finally, playing games brings functional pleasure; it has its goal in itself. Lately, the educationalist's interest in children's games based rather on respect for autotelism of playing games, then on the ambition to utilize it in motivating children to do their schoolwork, seems to be asserting itself more intensively. The author considers inspirations which this interest could draw from Children's games - a book written by M. Klusak and M. Kucera, presenting and interpreting a collection of more than 1.600 exemplars of schoolchildren's games (collected in 1995 -2000, in 80 classes, from first to ninth grades). Special attention is paid to children playing with social relations - cooperation, competition, bullying.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
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