Content introduction

Historic background of game origin

The game is a great human innovation that fosters biological, social, and spiritual growth.
The game has been linked to several forms of art Savages played a game as kids that included dances, singing, drama, and artistic elements. Playing games is an example of a human activity that reproduces interpersonal relationships. [1, p.43] .43] A game is an activity that rebuilds the social connections between individuals. Varied social groupings have slightly different ideas about what a "game" is. As a result, the word "game" in ancient Greek referred to childlike behavior. Jews understood the term "game" to refer to the idea of a chuckle and a jest. A game represented happiness and fun to the Romans. As a result, the word "game" came to refer to a broad range of enjoyable pastimes in all European languages.
Different languages' interpretations of the word "game" relate it to notions like jokes, laughter, ease, and enjoyment, demonstrating how this activity is linked to pleasant feelings.
What is the purpose behind the game's appearance? It is harder for a child to prepare for adulthood when society develops at a faster rate. The game appears as a result of changes in the child's position within the social relations system throughout historical development. A game is social by nature and by its very inception. [2, p .13]. A game does not develop on its own but rather throughout the teaching process. Children and adults both have an impact on it because it serves as a potent stimulus for a child's development. According to the pedagogical encyclopedia [3, p. 128], One unique type of animal and human activity is "a game and game activity." Plato attested that even the priests of ancient Egypt were renowned for creating specialized instruction and putting up sports. In his "State," Plato combined the words "education" and "game" etymologically. He correctly claimed that it is impossible to teach crafts and martial arts without a game [4, p. 97].
German researcher K. Gross conducted the first systematic attempt to analyze a game in the late 19th century. Gross felt that a game is a pre-exercise of instincts to future conditions of the struggle for existence ("warning theory"). [5, p. 23] K. Gross identifies a game as a fundamental behavioral school. No matter what variables (internal or external) the game stimulated, in his opinion, the game's meaning was to motivate children's school lives. Janusz Korczak, a Polish educator, therapist, and author, backed and advanced Gross's viewpoint. He held that every period in a game's history should be of interest to educators since it offers a chance to learn about society, people, and the universe. It offers a genuine chance to instill delight in a child.
Every time, the game appears to exist in two temporal dimensions: the present and the future. On the one hand, it offers fleeting pleasure and fulfillment for the individual. On the other hand, a game is focused on the future since it predicts the future and mimics real-world events, making the traits, abilities, and skills required to carry out social and professional functions fixed. The most crucial aspect of a game is a process, a process of experiences connected to playing activities rather than a final outcome. [6, p. 73] A specific game feature offers a fantastic teaching opportunity because the teacher can create certain encouraging sensations by dictating the game's content. We can define a game as a tool for comprehending reality. A. N. observed that the game is fostering new, cutting-edge education, and there is a strong cognitive motive that serves as the foundation of an incentive to study. M.F. Strong defined a game as a structured exercise requiring extreme emotional and mental fortitude. Making decisions on what to say or do throughout a game is a given. [8, p. 24]. The players' mental activity is aggravated by their desire to find solutions to these problems. What if a child in this situation speaks a foreign language? There aren't many good teaching possibilities locally. Children, though, don't give it any thought. A game is enjoyable to them. That is why educators favor using it. The game is fair to everyone. Even the weakest kids can do it. Students are able to get over their shyness, which inhibits their ability to speak freely, and it has a positive impact on their learning process when there is a sense of equality, an environment of passion and delight, and a sense of manageable chores. A game is a type of circumstance with its own story, characters, and drama. The scene is played numerous times throughout the game, and each time it could have a different version. However, a situation in the game can also be compared to a real-life circumstance. The game must necessarily have a surprise aspect despite having clear rules and using few words. When a child hears an unexpected question, they will start formulating an answer right away. Because of this, a game's characteristic use of a spontaneous speech Verbal communication is definitive and legally binding, and it encompasses not just words but also gestures, mimicry, and other body language.
According to M.F. Stronin, a game is a situational variative exercise that offers the chance for frequent repetition of the speech sample under circumstances that are as similar to those of actual verbal communication as possible, complete with all of its inherent qualities such as emotionality, spontaneity, and action-oriented speech effect. Boytendayk F., a biologist and psychologist, conducted an etymological investigation of the word "game" in 1933 and attempted to infer the characteristics of the activities it refers to. He discovers motion, spontaneity, freedom, excitement, and enjoyment among these qualities. The concept of a "game" is not, strictly speaking, a scientific one.
A game is an enjoyable activity that allows the needs of the external surplus of energy to be freely expressed. Therefore, playing a game is an aesthetic activity. According to Schiller [9], excess of power that is unencumbered by external necessities is simply the prerequisite for artistic enjoyment, which the game provides.
There isn't a single game that wouldn't have had his prototype in a form of serious work, and it is always preceded by time and by its essential essence. Wundt was inclined to view the origin of a game as a pleasure. A person must labor in order to survive. Additionally, as he works, he gradually learns to like his activities more. The significance of Wundt's ideas is crucial. Understanding the history of the game as an activity requires knowledge of the regulations. The game cannot come earlier than the work in the history of human society.
The human game is an activity that allows social interactions to develop between individuals without any direct involvement.