Easter - a holiday that brings cultures together

Easter is a special holiday for both children and adults throughout the world. It is a time we spend with family and friends, a time we celebrate; usually outdoors - the coming of spring and we delight in experiencing a new beginning.

And even if the celebrations are different around the globe, there is a common denominator - Easter! Easter traditions vary from one country to another, from continent to continent, but knowing them is essential for anyone who wants to enrich their culture and be a true “citizen of the world”.

In Romania, tradition calls that the lady of the house prepare roast lamb and lamb chops, paint eggs (usually red, but also in other colours; the eggs are masterly decorated in some regions), and prepare a sweet cake named “cozonac”.

A school from Bucharest, Romania, by the name of InSPE (International School for Primary Education) showed us, recently, a Western Easter tradition, by organising an “egg hunt”. This century-old tradition requires that coloured (and often chocolate) eggs be hidden in the house and garden, and for children to look for them guided by “clues”. This time it was no different. InSPE’s pupils, had a great time discovering sticky notes that had letters written on them, and then composing a secret message. This message pointed to a door, on which there was a map that showed the location of a hidden bag - full of chocolate eggs! The reward was as memorable as the adventure: a delicious chocolate egg, accompanied by a memory for a lifetime!

This example shows that the expats in Romania keep their traditions - but what do other cultures of the globe do on Easter day? And how different are their traditions from the Romanian ones?

In the UK, as shown earlier, it is customary to offer and receive chocolate eggs. Also, on Easter Monday, a traditional game is to roll eggs down a hill. The winner is either the egg that survives the longest, or the one that rolls the fastest.

In Italy, the home of the Catholic Church, there are of course many famous Easter traditions, one of them being the prayer “Via Crucis” at the Colosseum, presided by the Pope on Good Friday, next to a giant cross set ablaze. Then, on Easter Sunday, there is the blessing to the world (“Urbi et Orbi) in Saint Peter’s Square, attended by millions.

In Sweden, Holy Thursday is, according to tradition, connected to witches, a symbol of bad luck. To this purpose, fires were started to scare them away, and people made strange noises. Today, it is celebrated to the amusement of children.

Setting fires and burning bonfires appears to be a Nordic tradition. In some parts of Western Finland, people light bonfires on Easter Sunday - there is an old belief that the flames ward off witches who fly around on brooms, Good Friday to Easter Sunday.

The Dutch have dinner together, and eat a loaf called “Paasbrood”, filled with grapes and raisins. To the South, in Greece, Easter is celebrated by partying and eating lamb steaks, eggs, salads and cakes. On the traditional Greek Easter table, there is bread decorated with a cross made out of red eggs, called “Christopsomon”.

On the Greek island of Corfu, on the morning of Holy Saturday the traditional "Pot Throwing" takes place. People throw pots, pans and the likes out of their windows, smashing them on the street. The custom is said to be borrowed from the Venetians, who on holidays used to throw out all of their old items. Another theory states that the throwing of the pots welcomes spring, symbolising the new crops that will be gathered in the new pots.

Spanish people also have interesting Easter traditions. On Holy Thursday, in the medieval town of Verges, the townsfolk perform the traditional "dansa de la mort" or "death dance", to commemorate the passion. Everyone dresses in skeleton costumes and parades through the streets. The procession ends with frightening skeletons carrying boxes of ashes. The “death dance” begins at midnight and continues for a few hours into the morning. Across Spain, people go to the church at midnight, then visit relatives.

In Russia, another country in which Easter is extremely popular, people paint and decorate eggs. Again, the favoured colour is red. Remarkably, Russians use nails to crack the eggs, as a reminder of the Crucifixion. There is also a special cake for the occasion, named “kulich”.

The Polish have an interesting Easter tradition too: they pour water on one another. It is called “Smingus - Dyngus”. It is said that girls who get soaked will marry within the year.

If you happen to be in the South of France on Easter Monday, don't forget a fork. Each year, in the town of Haux, a giant omelet is served up in the main square. The omelet needs 4500 eggs and feeds up to 1000 people. Apparently, when Napoleon and his army were traveling through the south of France, they stopped here and ate omelets. Napoleon liked his so much, that the next day he ordered the townspeople to gather their eggs and make a giant omelet for his army.

In North America, people have various denominations. Even so, parading on Easter is a tradition, as is eating ham, potatoes and other vegetables. Speaking of traditions: for 130 years, the White House has hosted the Easter Egg Roll on its South Lawn. This involves rolling a coloured hard-boiled egg with a large spoon. There are many more amusements involving music, an egg hunt, and also sports.

In the South American country of Uruguay the shops close, towns are decorated, and people sing and dance on the streets, celebrating the Resurrection of the Lord. Nearby, in Argentina, there is a carnival that culminates on Holy Saturday.

The Brazilians also honour Easter. In the Holy Week leading up to Easter, people go out on the streets, forming a procession in which statues of Mary and Jesus are paraded, and eat a meal called “pacoca”, that is served to every guest.

In Egypt people go out in the parks and public gardens, talk to each other and exchange coloured eggs.

One can see that there are common Easter traditions around the globe (lamb, eggs, special amusements), while others depend on the culture and history of each country.

But what unites us - beyond our country of origin, our race, language and so forth - is the holiday we call Easter.

May you have a happy Easter!

InSPE is an elite school in Bucharest that promotes cultural diversity and holistic education. For more info, please visit www.inspe.ro

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Separating from Mummy and Daddy when coming to school for the first time

Going to school for the first time can be a very exciting, but sometimes also a very stressful time for your child. The first few weeks when a child is settling into an early years setting is a time of crucial importance to their later happiness in the setting. All children are individuals and while some children will adjust fairly easily to the new environment and new routines, others will take longer to feel comfortable and secure. Children who have a positive start to their new environment are more likely to feel comfortable, relaxed and valued, feel good about themselves as learners and have a sense of belonging to the pre-school community. It's normal for young children to be both excited and fearful about the idea of going to school. On the one hand, going to school is what the "big kids" do, and as such it is a mark of children's advancement. On the other hand, school represents a big unknown, which can be frightening.

Most children settle in without too many concerns but there are some children who need more time to develop trust. Transitions can provide exciting opportunities and also new challenges. The way in which the first transitions are handled could potentially have a significant impact on the child’s capacity to cope with change in the short and long term. If transitions are well supported, children can learn to manage change in a positive way, which is a very important skill for life. Effective transitions can provide opportunities to help children develop self-worth, confidence and the capacity to be resilient in the process of dealing with change. Partnership working with parents is key to supporting effective transitions. Parents can support staff in getting to know children well, whilst staff supports parents as they adjust to change. Fortunately, there are steps you can take to ease the transition. Remember: preparing your child for separation starts with preparing yourself.
There are a number of things you can do to prepare your child for the big moment:

Get the little one excited about school

On the way to the nursery, talk to the child about what awaits him or her there, the fun activities of the day and the group your child will be a part of.

Give the child a transitional object, something to hold onto

Check with the nursery's policy and, if allowed, let the little one bring a "security object", i.e. a familiar object like a teddy bear or a favourite blanket.

Become familiar with the Nursery Settling In Policy’

All early years settings will have a ‘Settling In Policy’ which will set out the centre’s procedures for supporting children through the settling in stage. Policies should be written with the child’s emotional well-being at the centre. It is important that you obtain a copy of this policy and familiarise yourself with it, as it will help you prepare for your child’s transition into the pre-school setting and make any necessary arrangements.

Read stories to your child about starting nursery school

This again can help familiarise the child with what will happen at the early years setting before they start.

Chat to your child about any concerns they may have

Your child may be anxious to know what to do for example if they need to go to the toilet. Talk to your child in a positive way about these concerns.

Leaving children with family members and trusted friends

Preparing for separation can involve leaving your child with trusted friends or family members for short periods. This can then be followed by separation periods within the early years setting.

Staying confident, cheery and positive

Although you may be feeling as anxious and emotional as your child, try to stay cheery and confident as children will pick up on your feelings of apprehension.

Don’t be tempted to slip away

It is important when your child starts the early years setting to let the child know when you are leaving. Tell your child you are going and will be back after an activity, for example story time.
Although tempting, slipping away when your child is distracted can lead to the child becoming very anxious and not letting you out of their sight on the next visit.

Parents and teachers working in partnership

Open communication between parents and the early years staff team is crucial. It is important to share information. Parents can give the staff information about the child and in turn the staff can talk to the parents about the child’s experiences in the setting.
Teachers will have a vast amount of experience in helping children settle into the pre-school setting and are aware of the difficulties that can emerge during this transition period.
If your child is taking longer to settle in than you had expected and you still have concerns, discuss these with a member of staff. Together you can agree on and put into place strategies to support your child during this time.

Helping your child to grow in confidence and independence

You are the safe base from which your child can branch out and explore the world, grow and learn and become socially and emotionally confident. Getting off to a good start will help you support your child through this very important period in their lives.

As parents and as early years practitioners, we can take steps to ensure that the transition into the early years setting goes as smoothly as possible. Research shows that when the settling in period is positive for the child, it can not only impact on their happiness throughout their time at the early years setting but also on how the child views future transitions.

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How to make potty training a success at home and at school

Potty training is a major milestone - and a trying period - not only in the life of children, but also in the life of parents. With that in mind, using a similar routine both at home and at school can ease the difficulties associated with the process of teaching your child to use the toilet faster.
Potty training comes into play at a time when a child is showing signs of increased independence. Toilet training is much easier when children are aged two and upwards. Proper toilet training is virtually impossible for a child under 18 months because the sphincters (muscle outlets) of the bladder and bowel aren't yet under their control. By that age, they may already attend an educational program. So enquiring how your child's nursery handles potty training is always a good idea. Discuss the potty training policy with the teachers and make sure it is in sync with your own potty training methods at home.

Why is that critical for the well-being of your child?

The answer to this question is very simple. A different way of handling potty training in school or at home can confuse you child, causing distress and creating home vs. school potty training conflicts. It sometimes happens that parents and professionals disagree about the timing or practices of potty training. Communication is the key here. Rest assured - most teachers and nurseries would love to help your children master potty training. Always make sure you listen to their opinions, as they stem from a rich educational experience.

After learning about your child’s school potty training routine and method, and agreeing on it, the next thing to do is to try and replicate it at home for greater success. By making it as similar as possible to the routine at school, you are in fact eliminating the possibility of confusing your child as he learns potty training in two different environments. A basic example would be that, if the school teaches him to use the potty / toilet every half an hour, you should do the same at home. Using the same equipment (toilet seat insert instead of a child-sized potty chair, underwear) also dispels any possible fear and reassures the child.
Success in potty training rests on school and home working together to benefit the children. Obviously, parents are the ones knowing their child best, so their input is fundamental. They are the first to determine whether he or she is ready or not for potty training. Signs of readiness include understanding "potty vocabulary", showing an interest in the potty, being able to take his or her pants on and off, wanting to wear underwear, wanting soiled nappies changed immediately, staying dry for at least two hours at a time, verbalising the need to use the potty etc.
Bear in mind that potty training efforts at home and at school are only effective if your child is ready, if he / she can follow your or the teacher's basic instructions, shows an interest in using the toilet, and can sit on the potty by himself / herself. Rushing children into potty training is never a good idea, so make sure you and your child's school teachers agree on the path to be followed, especially if school is a new experience, as children are sometimes reluctant to learn under stressful conditions. Potty training should come naturally, in a relaxed and safe environment, be it at home or at school.
Last but not least, encourage your child to keep up potty training, while reminding him that in the process, accidents are normal. Never should he be punished at home or at school for having an accident. What makes potty training in school extremely helpful is that it comes with the added element of peer influence, which can result in your children being more willing to engage in potty training and imitate their school friends.
In conclusion, potty training sounds a lot easier than it actually is - which is why home and school working together to smooth the process is your best bet. It requires plenty of patience, and persistence. School should take into consideration the fact that all children are unique, and develop at their own pace. Successful potty training, therefore, starts when your child is developmentally prepared, and involves a routine that is replicated at home and in school.

Q&A:

How do I banish toilet fears?
A small child can be frightened by the big toilet that makes roaring sounds when it flushes. If that is the case and age doesn't permit, don't force him to sit on it, and use a potty chair instead, encouraging him to try it. Familiarise the child by taking him with you to the bathroom when emptying the potty chair. Introduce your toddler to the potty in a casual way, letting him or them play with it and role play with teddies or dolls. It might be worth starting with a potty in the bathroom, and encouraging them to sit on it before a bath. This is a low-pressure introduction. If he/she's not interested, you and the potty should back off. Read some books on potty training with your toddler and discuss what's involved in potty training in simple terms.

Can I use rewards?
It depends. Check the school's policy on the matter, and if the answer is yes, consider using motivators such as stickers for every successful trip to the potty. Make sure you don't overdo rewarding though, as the motivation to use the potty must come from within. An even better path would be praising the child for what he has achieved. Never punish him for accidents or misses, and always maintain a sense of humour and a positive attitude. That goes for your child's teachers as well.

When do children start to wipe themselves?
Again, it depends, as every child is different. Some are more independent, and start wiping themselves from the get-go. Others will require your help for wiping, so be patient. Always have a roll of toilet paper within reach. Hand it to them, tell them to wipe and check if it is clean, and if not, to get a new piece and wipe again. Teach them to flush (if it's the case), and wash hands every time.

Getting your toddler dry through the night
Don't rush trying to get your toddler dry through the night. Wait before you dispense with night-time nappies until daytime dryness has been comfortably achieved and she has had some (or all) nights in which the nappy is dry in the morning. If your child isn't dry at night it's probably because their nervous system isn't mature enough to trigger a signal that their bladder is full and needs emptying.
Discuss with your child the issue of leaving nappies off at night and put a plastic sheet under the sheets. Be relaxed - reassure your child it doesn't matter if they wet the bed and that you can wash the sheets and change their pyjamas. Let them know they're bound to get the hang of it soon.

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The importance of reading at home and school

We, as adults, know that reading is the foundation of learning. You can not learn history, geography, a foreign language or mathematics if you can not read. This should be inoculated to children, but in a less 'serious' way. Therefore it is good for children to see us reading books, newspapers, reports and even subtitles to a movie as often as possible. They will realise by themselves how important it is to know how to read. As with many other aspects of learning a close partnership between home and school is essential. Therefore parents as well as teachers play an important role in laying the foundations of reading and this should not be made ​​a burden for the child. Reading should be fun.

Here are some ideas on how to make reading a pleasure with your child/children:

1. Cuddle up and read. Quiet times together are opportunities to bond...and read. The cuddling can be as important as the reading. Make it exciting: put some drama into your voice or let your child read every other page. As you go, explain any new words or ideas.

2. Make your kitchen part of your "reading zone". Have fridge magnets available so children can start making words and short sentences.

3. Words are everywhere – take everyday opportunities to read with your child. Your child's world is filled with words – on cereal boxes, street signs, stores, posters etc. Wherever you go, you can always find new words and point them out.

4. Games can be great learning tools. Board games or card games such as word bingo or memory and rhyming cards can be a fun way to learn about words, letter sounds, and reading. They can help children realise how much fun learning can be. You can even create your own by cutting out pictures, writing words on cards and getting you child to match them.

5. Computers are reader friendly too! Though many worry that children may spend too much time on the computer, there are some great games that help them learn to read and allow them to create their own stories. Find some child-friendly websites that have games you can play along with your child.

6. Books make great gifts. Ask family and friends to give a book instead of a toy as a gift. Make sure to tell them about your child's reading level and interests. To build up a home library find almost-new books at garage sales.

7. Subscribe to a magazine. There's no substitute for the excitement of receiving mail. Let your kids subscribe to their favourite age-appropriate magazine and watch their eyes light up with the arrival of each new issue.

8. Be a reading role model. When your children see you reading, they will want to imitate you. It won't be long until they learn that reading is fun, interesting, and a "grown up" thing to do.

9. Keep books, magazines and newspapers handy. Keep a box in the kitchen or living room for easy access.

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Using dough and clay for creative play at school and at home

Play. A word we inherently associate with childhood. An activity that should foster children natural creativity. However, in this day and age, with the advent of gadgetry, video games and so on, play isn’t what it used to be. It breeds one dimensional thinking. As is so often the case, a child receives a gift from his parents: the newest prefabricated toy in the store. Perhaps it’s the latest super hero or some funny animal he saw in a movie, cartoon show or a game he cherishes. So he takes it out of the box and begins to “play” with it. Only that’s not play, because it’s a reenactment of that show. The little one is using someone else’s story, not making up their own. Needless to say, this does not encourage creativity and it’s the way the world works these days.

Fortunately for your children, there is a way out, one that school and family can use to encourage creative play. Using the same example, let’s presume we give the child some coloured pencils and a pad, or some play dough or clay. He will have endless possibilities to express his creativity, and his imagination will roam uninhibited. This is multi-dimensional thinking, through which children can literally build their world, and enhance it by adding (or moulding, in the case of play dough / clay) characters that inhabit it. They are encouraged to be inventive, to use their mind but also their hands, to make connections then turn them into something that can be seen and felt.

Nowadays, the Earth seems to spin at a higher pace. Our schedule is so hectic, and our children's too. We’re talking school, sports, club activities etc. They have less and less time to explore, to discover, to make mistakes and learn from them. Therefore, it is more important than ever to encourage your children to express their ideas and feelings, to experiment and be spontaneous. Thus, they will develop into confident and self-reliant individuals.

Ways to nurture a child’s creativity

Studies have shown that environment is more important then heredity where creativity is concerned. Therefore, school and home should complement each other in providing a creative atmosphere. Here are some ways to do just that:

Make creative materials readily available to the child: play dough, clay, objects to make sound with and blocks. They’re great because they are unstructured toys and materials, so they can become a variety of things. They answer the developmental needs of the child, stimulate his curiosity, engage his intelligence, imagination, and creativity. Encourage children to lose themselves in daydreaming, which is an imagery process.

Let him build with sand, mud and clay. All of these materials can be used to build structures and shapes, ensuring not only mental stimulation but also physical activity, developing the child’s large and small muscles and eye-hand coordination. Sand structures can be built in a sandbox, on a table or better yet, at the beach on a day off with the family! Leave clay creations to air dry.

Create an object piece by piece. It is a good idea, as it is involves vision and promotes problem-solving skills. The results don’t have to be perfect, they just have to be, so relax supervision and show appreciation for your child’s efforts

3 reasons modeling with play-dough / clay is good for children

As mentioned before, play-dough and clay are great for creative play at school and home. It is a great sight watching children working quietly on their modeling clay and proudly sharing their creations.

1. Calming effect. Moulding clay in your hands is therapeutic for humans of all ages, let alone toddlers or children. Manipulating the dough / clay allows children to express their emotions.

2. Sensory development. Children need to fine-tune their motor skills and dexterity, and these materials are perfect for the task, involving rolling, squeezing and forming structures. For a toddler, the changes in clay are magical: they are naturally attracted to poke it or pound it down. The fact that the clay adjusts is all the more compelling.

3. It’s fun, but also a learning tool. Play-based learning is awesome. Children think they’re having fun, which of course they do, but while playing with clay they are also busy figuring out their next creation. It is a challenge dressed in a pleasant activity. More importantly, when the dough or clay changes, it teaches children that their actions have consequences. It is not only the clay that takes shape, but also the child’s brain.

How to make play dough at home

Below you can find two recipes for making your own play dough at home. Your children are sure to appreciate it!

Store it in a covered container or bag, and use it warm or cool for sensory variety.

•  Coloured Play dough

1 cup water

1 tablespoon vegetable oil

1/2 cup salt

1 tablespoon cream of tartar

Food colouring

Saucepan

1 cup flour

Combine water, oil, salt, cream of tartar, and food colouring in a saucepan. Heat until warm. Remove from heat and add flour. Stir, then knead until smooth. Store in container. This dough can last 6 months or longer.

• Salt Play dough

1 cup salt

1 cup water

1/2 cup flour plus additional flour

Saucepan

Mix salt, water, and flour in saucepan and cook at medium heat. When it is thick, remove from heat. When it cools, knead in flour to make it workable.

•  Oat Play Doh 

 Note: This play doh is for tactile stimulation. Young children love it. It has a rough texture and is great for exercising hand muscles. You should use this dough the same day you make it, as it will get moldy within a day or two.

2 cups water

1 cup oatmeal

1 cup flour

Cinnamon

Heat water until boiling. Combine boiling water and oatmeal in mixing bowl. Add enough flour to make it dough. Add cinnamon for smell if desired.

• Easy salt dough:

1 1/2 cups flour

3/4cup salt 

3/4 cup water

Mix all ingredients in a bowl, add more water if needed. Knead into soft ball of dough. Have fun playing with it.

• Fun clay

1 cup cornstarch

2 cups salt

1 1/3 cups cold water

Paint

Put salt and 2/3 cup water in a pot and bring to a boil. Mix cornstarch and remaining 2/3 cup water in separate bowl and stir well. Add salt mixture to cornstarch mixture in bowl. Knead dough. Model or mold dough and let it dry for several hours. Paint when dray if desired. Keep unused clay in airtight container or Ziploc in refrigerator.

• Basic Art Dough:

4 cups flour

1 cup iodized salt

1 3/4 cups warm water

Mix all ingredients in bowl, squeeze dough for 10 minutes. Model as with any clay. Bake sculptures at 300 degrees until hard. Let air dry for few days.

• Modeling Clay

1 box baking soda (16 oz.)

1 cup cornstarch

1 1/4cups cold water

Food coloring, if desired

Microwave

In a large mixing bowl, combine baking soda and cornstarch. In a two cup measuring cup, combine water and food coloring. Pour colored water over baking soda mixture. Stir until smooth. Microwave on high 4 to 8 minutes, stirring after every minute until mixture is firm. Cover with a damp towel until cool. Knead until smooth. Store in airtight containers or Ziploc bags.

• Shampoo Dough:

3/4 cup flour

1/3 cup white glue

1/4 cup thick shampoo

Mix all ingredients in a bowl. Knead dough. Add more flour as needed for right consistency. Model or roll and cut as desired. Let air dry. Paint as desired.

Warning: Could be toxic if ingested

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The process is as important as the result

An old proverb says that “the end justifies the means”. But not when we talk about children, about to acquire knowledge and moral values. Learning the children have to be as complex as it can lead to all the senses, to be active and playful. Do not cheat and do not skip steps. The result is important, but the trip to the result is even more important. Along the way you discover other hidden talents, knowledge and skills of the children.

We hear parents say that no matter how they learn this or that. So the most common question when children come home from kindergarten or school is: “What did you learn in kindergarten today?” instead “What did you do to kindergarten today?”. The child has learned more in kindergarten, but can not conclude, he can not say that the drawing of a house he realized is about proportions, shapes and colors.

Therefore the process itself to result is quite serious, sometimes difficult, but well-intentioned. We can not speak of bad "road" or bad results.

Children have sensory capacities from the womb: they smell, hear, sight, taste and feel. Feel, smell and taste of mother's breast, and then reveals the movement. Grab everything, turn the things on all sides and put them into the mouth. Instinct! Only in this way everything around him comes to a shape, color, smell, sound, taste. Experiences are beginning to make sense and are becoming more complex with increasing age.

Until children can talk with words, adults have the job to describe what they see, what they catch, what they taste.

Children imitate a lot from adult behavior and language. Never a result will be satisfactory and both children and we want more. All the time. The results are not an end point. It’s a point from where we start to find other unknowns. Children learn colors, we want to know how to draw properly; they learn the name of animals, we want to know "how they do", what are benefits that they bring us; they learn letters, we want to know how to read and write themselves, then read many books; they learn numbers, we want to know how to count and increasingly with complex terms. Thus, the result is only a period and we are moving to other destinations.

Speaking of children, the results are often measured in smiles, in their stories and experiences with all their senses in excitement. You know you've reached your goal with them when others talk about them in a positive and superlative way.

Therefore, the results come sooner or later, but the journey to them will always be accepted. So, the adult’s job is to guide children to as many "result" as is necessary because these are never ending.

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Play - the simplest and most effective method of learning

Child laughs: "The wisdom and my love is the game"

Young sings: "The game and my wisdom is love."

Old silent: "The love and my game is wisdom"

- Lucian Blaga "Three faces"

The most powerful and lasting knowledge is assimilated when we don’t make a goal of this. And the first age of early life this is what we are talking about. The easiest and best way is to play. Childhood games are full of lessons that we stored in ourselves. Education and psychology specialists argue that the most important characteristics on a human being are developed to 6 years. So, let’s take a look at the games of childhood and their benefits.

Indoor or outdoor, alone or with others, with toys or just in his imagination, quietly or in a hullabaloo indescribable, games have the greatest effect on children's learning: enabling children to discover things, to develop language, to get out of situations, to develop social and cognitive skills, develop emotionally, to take risks, to gain confidence, learn from mistakes, to rule and to obey certain rules, to think creatively and to implement their dreams. The game gives meaning to their world. Everyone needs a daily play time and a diversification game.

Probably we can’t aware of, but the simplest games of childhood develop in kid’s brain an automatism that will have a sense later. Take the “peek-a-boo” game. It is not only to make the child laugh or to hide. It is about cause and effect learning, about reaction time and imitation.

Therefore it is essential that sometimes – almost imperceptibly – adults have to expose children to as many gaming experiences in which they learn how to relate to the environment, with a situation, with a context and with people. They have to suggest activities that are based on knowledge gained till now and can add some new, with a more difficult level. The people around children and their environment (community, culture, society) have a great influence and dictate the direction of development.

In the book Einstein Never Used Flash Cards, five elements of children’s play are listed:

- Play must be pleasurable and enjoyable.
- Play must have no extrinsic goals; there is no prescribed learning that must occur.
- Play is spontaneous and voluntary.
- Play involves active engagement on the part of the player.
- Play involves an element of make-believe.

Other seven common features of the game are listed in Playing and Learning, by Beverlie Dietze and Diane Kashin: Play is active, child-initiated, process oriented, intrinsic, episodic, rule-governed, and symbolic.

The game is a serious thing. And so we must treat.

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