Generally about games

The game, considering it either as an instrument - playless, or as a process, is considered an excellent means of activating the physical, mental and mental forces of the individual for exercise, fun, rest and pleasure, physical, spiritual and mental.

From ancient times the game had been included in the educational process, with a leading role, at least in infancy, childhood and adolescence, while for many years, was the object of research and study of the sciences of Sociology, Psychology, especially Child Psychology, Biology , Pedagogy and Folklore.

Thus, each science, from its own point of view, examining the game, has to present various and sometimes divergent theories, for the beginning its character and expediency.

Folklore, examining the customary and entertaining part of the game, giving special emphasis to its imaginative technique, comparing the physical presence of games in children's and primitive societies, draws from the study of games special ethnographic conclusions with important sociological significance. as a means of strengthening social institutions, preserving the ancient customs, while he believes that through games the preparation of children for their roles in tomorrow's society is achieved.

Pedagogy, following Plato's saying: "education is, that of children dragged to the right word", tries to use the game in the educational process and through it promotes, points out and emphasizes its great pedagogical importance.

Psychology - Child Psychology and Sociology, consider that the game:
• aims at the serious purpose of human evolution (Karl Groos).
• is a means of developing an individual's intelligence and other cognitive skills. (Jean Piaget).
• is an expression of the child's subconscious and imagination (Freud).
• It frees the child from mental complexes, from anxieties and cowardice, makes him social, frees him from many bad habits, such as lying, selfishness, laziness, cowardice, makes him free and disciplined (Erik Erikkson).

Today's urbanized society, with the way of life that it has formed and the priorities that it has set, deprives the child of the basic conditions for engaging in pleasures and pleasures. The constant effort of the modern family, to maximize its financial benefits, minimized if not completely deprived, its free time of engaging in pleasures and pleasures, and at the same time eliminated the necessary vital, open space required for team games.

Thus, the children, having nowhere to channel their energy, their dynamism, their liveliness, resort either to gaming games, alien to the vast majority, or to electronic games, with disastrous results in most cases in physical, mental and their mental state.