Excess energy → No need to support the family and no productive labor

Reenactment theory → repeating ancestors’ activities, climbing trees, fishing, and playing in the sand

Psychoanalytic school: games and children’s personality and emotional development, regulating emotions, releasing anxiety, and compensating wishes

Cognitive school: the relationship between games and children’s individual cognitive development, practicing and consolidating various acquired abilities

Repeat simple movements and activities → jump and shout

Playing house, riding horses and fighting

The rules of the game are explicit and the game characters are implicit → throwing sandbags and beating drums to pass flowers

Games in childhood and beyond

The competitive decision-making mechanism of the game

Play alone

spectator game

There is an intention to participate; everyone plays their own game and there is no communication.

collaborative games

cooperative games

Unconscious memory is the main one, and conscious memory develops rapidly.

Image memory is the main focus, word memory gradually develops

Mechanical memory and meaning memory develop simultaneously and interact with each other

Visual “retelling” strategies. Focus repeatedly on a target stimulus

Rehearsal strategies. Repeat verbally what is to be remembered over and over again

Feature location strategy. Capture salient, typical features as the "gist" of remembering things (e.g., a rabbit's long ears)

Tip: Look more and talk more to find the characteristics