Learning values through social games performed with the method of games in the second age group

In the thesis we researched the effectiveness of game-based learning in the preschool period. Considering specific child development, the importance of games is studied in this period as experts often stress the importance of games as a learning process happening within the child. The importance of an adult participating in the game as a teammate however is not stressed enough. An appropriate role of a teacher in a game that has meaningful rules and is based on creative solutions to physical and cognitive problems, as well as appropriate and inappropriate social and emotional solutions, is important for child's harmonious development. The purpose of the research was to determine, by means of case study, whether children could develop sociability through game playing, and selected values within it. Action research was used to determine unexplainabilty of the method of games in the development of sociability and selected values within the second age group of preschool children. The case study was carried out in a group of children aged five to six. The project took place in the kindergarten Mojca. The results were analyzed using technical and scientific literature as well as critical analysis of the recorded activities. We have come to a conclusion that in order to carry out the educational process with the concept of game-movement-development, teachers first need to change their views on learning and teaching. Furthermore, they need to have a good knowledge of child development, such profession also requires constant adaptation and professional development. Changing the game with rules into the method of game is a demanding process. Elements of the method of game, which include created game environment, active role of a teacher, simultaneous participation of all children according to their wishes, and which is partially planned in advance due to well-set rules and therefore appropriately protected, often need to be adjusted according to the daily mood of children. The scope of society and movement was combined with other areas, as we have determined that we cannot affect only one or two selected areas. There are variations in the methods of teaching, therefore developing a method of game is a particularly demanding process. The research also shows that it is only possible to learn about selected values through the method of games in the second age period if teachers set development process goals properly and sufficiently broad, and know how to play their role in the game