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[...] Bibliography Play to Learn. (s.d.). Retrieved from EduTech Wiki: https://edutechwiki.unige.ch/fr/Jouer_pour_apprendre#:~:text=Th%C3%A9orie%2520piag%C3%A9tienne,-Pour%2520Jean%2520Piaget&text=Piaget%2520associe%2520trois%25 The Role of Games in Montessori Education. (2023, August 2023). Retrieved from Alternance Professionnelle: https://www.alternance-professionnelle.fr/jeu-montessori/ The Benefits of Educational Games for Children: A Comprehensive Guide to Playful Learning. (2023, December 11). Retrieved from Jeunoh: https://jeunoh.fr/blogs/infos/les-avantages-des-jeux-educatifs-pour-les-enfants-un-guide-complet-vers-lapprentissage-ludique Marin Jimenez, A. (2018). Characteristics of the four types of pedagogical use of games listed by Romero (2016) that can be considered from an educational perspective and its pedagogical applications in music education. Université Laval. [...]
[...] Play is also a particularly rich social learning space. By collaborating with their peers, children learn to respect common rules, manage disagreements, share responsibilities, and develop empathy. Educational games present numerous benefits for students, both cognitively, affectively, and behaviorally. According to Marin Jimenez (2018), the results of several studies show that the pedagogical use of games is particularly effective in reinforcing learning and promoting the overall development of the student. The first identified benefit concerns the acquisition of knowledge. In fact, learning games allow students to better understand the content and retain it more durably than traditional teaching methods. [...]
[...] Lev Vygotsky, on the other hand, emphasizes the social dimension of the game, perceived as a fundamental vector of interactions and symbolic representations. Maria Montessori also values the game as a means of autonomy, experimentation, and intellectual awakening. These approaches converge towards a vision of the game as an active learning tool, anchored in the child's intrinsic motivation. In addition, educational games show a particular effectiveness among students with difficulties. By establishing a less formal and more engaging framework, it promotes concentration, self-confidence, emotion management, and cooperation. [...]
[...] Thus, play evolves in parallel with the child's intellectual abilities, in connection with their sensory-motor, symbolic, and logical skills. Piaget distinguishes three main forms of play, each associated with a level of development: the exercise play, centered on the repetition of simple movements or actions and comparable to that observed in certain animals; symbolic play, which is based on mental representation of objects or situations; and finally, rule-based play, which emerges with the ability to understand and respect logical structures. Lev Vygotski (1924), on the other hand, emphasizes the social and cultural dimension of play. [...]
[...] Benefits of Educational Play for Students with Difficulty Educational play constitutes a powerful lever of motivation and engagement of students. By establishing a less formal and more playful framework, it contributes to reducing the anxiety often associated with traditional learning situations. This reduction in stress allows students to focus more, to become more actively involved in the proposed tasks, and to dare to take cognitive risks, essential for progress. Albert Bandura's self-efficacy theory (1977) sheds light on this phenomenon: by experiencing successes in play, students reinforce their sense of competence and confidence in themselves. [...]
