![]() ![]() At Cambridge English, we talk a lot about authenticity when we design our exam tasks. ![]() Kids can usually see these types of games straight away! As one child said, “I like games, but not the boring ones.”Ī good educational game needs to be ‘authentic’. ‘Chocolate-covered broccoli’ is used to describe something that looks like a fun game on the outside, but really isn’t rewarding to play. There are many different types of games and some are better for learning than others. The balance of enjoyment and challenge makes games such amazing tools for learning. Through play, children develop thinking skills and abilities that help them to succeed in their future, including in language learning. ![]() We often think play is not a good use of time and children should be doing some ‘proper’ learning instead.īut doctors and educators believe that we should see play as serious learning. In our busy lives, it can be easy to forget the value of play. It allows them to experiment through trial and error, find solutions to problems, work out the best strategies, and build new confidence and skills. ![]() Play lets children practise what they know, and also what they don’t. Research has shown that games are essential for healthy development in early childhood and beyond. Games are fantastic for learning at any age, but they are particularly important for young learners. Our research shows that with the use of games, children of all ages have better engagement, participation, achievement and recall of their learning. Games are really valuable and our team at Cambridge English now seriously explores the benefits of video games for learning and assessment. Teachers use games for a fun start to the lesson, to practise vocabulary and grammar, or to practise language in ‘real-world’ situations through role-play. You may be wondering, why bring games and play into learning? Is it really a good idea? We often think of play as something children should do outside the classroom, just for fun. ![]()
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