Content introduction

1.2 The psychological value of the game
The game is a sort of life form. The game's educational aspect is crucial for character development.
All of the attributes and personality traits not only show themselves, but also develop via active participation in the many forms that make up an individual's life and social existence. Depending on what a person does (i.e., the purpose of his work), how he does it (the method), how this activity is organized and conducted, and how this activity originated in the individual, he develops specific skills, character characteristics, and knowledge. In the exercise, personalities are created. [11, p. 87]
A person develops several relationships with other people as a result of the variety of human activities. The relationships with other people, as varied as this activity, are also as varied in terms of interests, motives, sentiments, and abilities. a man finds himself with the aid of activities he engages in with other individuals. A child's consciousness develops during the course of growth in a shared activity with their peers. He is learning how to manage himself, comprehend other people, and assess his behaviors.
Every human endeavor necessitates the application of specific movements and modes of action, sometimes known as skills and abilities. [12, p. 147-148]
Skills - These are typically straightforward operations or movements with a tool, instrument, or object that have become automatic via repetition. Human intelligence extends beyond simple talents. A person must be able to employ the systems, or sets of abilities, that he has mastered, critically assess the outcomes, and confirm the success of his activities, i.e., conduct the entire system of mental and cognitive operations in addition to physical tasks. The repetition of such a complex of various mental exercises results in the development of abilities, or the creation of actionable strategies. Playing is an example of an activity that can be broken down into its component parts: perception, memory, thinking, and imagination. The qualitative aspects of the game as a child's personal activity and a unique form of his existence, where the contact with the world around him takes place, are completely lost in the proliferation of the individual elements, but [13, p. 51, 60It started to attribute the qualities of the imagination to observe a child's departure from reality, to think of it as a particular closed universe of children's dreams, coupled with deep-seated instincts. Analysis, in which a game was considered as an expression of a relatively advanced faculty of imagination.
In describing children's games, psychologists have focused particularly on discrete examples of fantasy or imagination. A game was thought to be a perfect example of someone who had a unique vivacity, recklessness, and high level of imagination.
The stuff that the teacher wants to review or repair in the student's memory is the game's content. The extent to which a youngster engages with the teacher's activities reveals the game's theme.
There are various game kinds [15, c. 8–10]. They can be classified as rule-based outdoor games, educational games, dramatic games, and constructive games. The growth of a youngster is particularly impacted by role-playing games. These characteristics best describe them.