The educational value of the game is not the discovery of our century. There are many thinkers and scientists whose ideas are still accepted regarding child development and education; Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Rudolf Steiner, Freud, Piaget, Erikson and Vygotsky and the common point in their theories; to provide growth and development in an environment for the development, need, interest, ability and the best interests of the child. (Miller ve Almond 2009, Fleer 2010). For example; Pestalozzi and Froebel emphasized the importance of the game and meeting with nature in the child's life and Froebel başına the game itself is a gain in itself, so teach what you teach, but teach it in the game environment where the child is most alive John Lock said, ın If you want your lessons to be more attractive, use the game instincts of the child in the early years dee was. In Rousseau Emile's Book ”Childhood is never recognized, get to know the child and do not deprive him of his nature and play.“ He defended his opinion. The healing, developer and instructive aspect of the game makes it strong (Tuğrul, 2009, 2010a, 2013).
Researchers supported the fact that being ile playful ığ in adulthood resulted in intellectual success and emotional well-being - resulting in emotional well-being. (Whitebread,2012). In this context, play should be considered not only for children and childhood, but also as an important occupation of the adult world. In recent years, adults of business world, human resources management, efficiency and quality studies "game" techniques. All areas of game development (language, mind, social, emotional, physical, personality and moral development) It stimulates the positive direction and forms the basis for the acquisition of skills. Children play games when they are awake and their interest in the game never diminishes. Especially in early childhood children learn very fast, because they are very curious, everything around them is a new and explorable field of research for them, children are keen to move around at these ages and understand by touching objects. In this fast-paced learning age, children can play directly by playing, moving, touching, experimenting, thinking and feeling. And meeting all these needs gives pleasure to the child, so that children feel the sense of competence. Life skills in the process of playing children; social skills, research skills, problem solving skills, thinking skills, communication skills have experience. The game is a universal language. The possibilities of the game for the learning and development of the child are very important and lasting besides the opportunities that other resources can provide. (Tuğrul, 2009, 2013, Copple vd 2009). Children make a variety of movements while playing. Large motor movements, eg jumping, jumping, running, pushing, pulling, carrying, balance, strength, durability, flexibility and small motor movements such as cutting, holding, tying, fitting, disassembling, tightening, gluing, sewing, etc. Through these movements, the physical development of children is also supported. Children often do this during their play. Moving body causes regular functioning of the circulatory, respiratory, digestive and excretory systems, thus, oxygen uptake, blood circulation and transport of nutrients to tissues also increase. During the play, children learn about the cultural values, rules and responsibilities of the society. They receive positive or negative reactions about the consequences of their behavior, so they recognize that some of their behaviors have been approved and others have not been approved. The experience of acceptance and rejection by the community is experienced in the course of friendship in the game. In this sense, the game teaches children to give pleasure to them, to repeat the approved behaviors and to control and reorganize unwanted behaviors. (Tuğrul, 2009, 2010a, 2013). Children learn new games by using what they know when they are playing, they combine the old ones with new ones, transfer their knowledge, make comments and thus structure their information. This is an exciting process for children because children begin to understand the world in this way. Children use mental skills to support mental development such as problem solving, mental planning, self-monitoring and evaluation. (Whitebread, 2012). Children also learn the meaning of words and the effect it creates in the environment, and they begin to speak for a purpose. This creates language awareness in the child and the children become more delighted to use their language. Playing language-related games using language is also an important development for children. Asking questions, playing with words, showing interest in humor, creating new words, rhymes, singing songs. In today's world, the game is at risk, but the most important responsibility for adults is to take control of all risks and advocate for children's right to play. Perhaps the first and fastest step should be to create game policies within countries' own cultures. In addition, to strengthen the perception of the game in the community in favor of children, interdisciplinary collaborations To start the ini game-strength awareness-raising movement “,for children, at home, at school and in the community to put into service the appropriate gaming environments and game tools and to create resources under game security and standards, and finally to increase game research.
