Abstract:

Play is a form of manifestation found in children of all peoples. Through play, the child learns to know the real world. Some psychologists consider play a form of pre-learning. In play, the child discovers the world and life; he starts playing with objects from the first years of life. According to the curriculum for preschool education, play is the child's fundamental activity on which routines and transitions and, obviously, learning activities are supported. Using the term "didactic", associated with the game, emphasizes the instructive side of the activity which becomes, unconditionally, an integrated part of it. The didactic game favors both the informative aspect of the educational process and its formative aspect (Lăzărescu, Ezechil, 2015). Language is a complex and dynamic system of conventional symbols that is used in thinking and communication. The child builds his own language starting from the performances of others, thanks to some skills and an innate device for language. Language enables man to reflect reality in a generalized and mediated way, to move from sensations, perceptions and representations to logical, abstract thinking, which operates with notions, judgments and reasonings. We can say that language fulfills a particularly important function in the process of knowing reality.

The present study is a practical, experimental one, and the main purpose of this research is to highlight the importance of the use of didactic games in the stimulation and development of language and to highlight the formative-educational valences of didactic games in the communication process. The participants in this study are children in the preschool learning cycle.

We start our research from the hypothesis that the constant use of didactic games in the field of language and communication leads to the development of language in preschoolers. The didactic games for language education, have as an indirect aim, the correction of the pronunciation defects of preschoolers and the acquisition of the grammatical structure of the language, through their frequent use, contribute to the enrichment of the vocabulary, its activation and practice, as well as to the acquisition of a clear, coherent, correct expression from a grammatical point of view, thus stimulating creativity. The stages presented in the study that is to say the pre-experimental stage, the experimental stage and the post-experimental stage, led to the confirmation of our hypothesis, through the application methods.

Keywords:

Education, game, language, pre-school.