Proyecto sobre juego dramático

Foundation:
In this project, the game is considered the fundamental and foundational stone of the action.
educational, considers the essential vital processes of the human species, where all are expressed
needs, desires, achievements, and interests of the individual. The game takes the subject in all its
dimensions, that is to say, in a game situation it engages him physically, emotionally, and in
the cognitive.

This is why it is important to dignify childhood, respect and put into practice the rights to education and the
the rights to the appropriation of basic knowledge means building systematic proposals in which
the playful, teaching and learning converge.

Due to the connection that the game has with freedom, creativity, and pleasure, it is necessary
highlight the essential role of dramatic play. It is closely linked to the possibility
to build, invent, and propose an imagined situation that 'lifts off' from reality, that is,
symbolize enables the child to 'practice' actions that allow for the creation of 'possible worlds'. These are
they build in the presence and companionship of others, with the mediating action of the teacher and the
possible learning experiences, which enrich their spontaneous play possibilities
symbolic.

In daily life, teachers prioritize activities to achieve certain learning outcomes, sidelining
in this way the importance of the game itself.

It is through this project that play areas will be created to stimulate interaction between
peers, the development of the ability to assume roles, the increase of social skills and
cooperatives, the development of social skills, an increase in pro-social behaviors
as well as a decrease in levels of manifest aggression and an improvement in resolution
cooperative of relationship problems.

It is clear the importance and value of these games, providing the project with significance.
for the child, providing opportunities in which the path to imagination and pleasure is opened
fun, freedom, creativity, initiative, fantasy, and exploring diverse fields of reality.

This will be reflected in a final product that will be the dramatization of a story as part of the
recreation day of the "Spring Day"

Purposes:
That the child:
Participate and cooperate in role-playing and organizational games (imitate-represent)
Desarrolle y recree artísticamente (plástica y corporalmente) las características de un personaje.
Appreciate reading as a pleasurable and creative activity.
Activities:
Activity 1: 'The Chair Dance'
The children will be asked to take a chair and arrange them in a circle. Instruction:
We're going to play musical chairs. When you hear the music, you have to dance and walk (without
run) around the circle. When the music stops, they have to sit down, the one who remains standing.
The game ends when there is only one chair left and it is occupied by one of the finalists.
this will be the winner.

Activity 2: 'The Handkerchief Dance'

Children will be invited to sit on the floor in a circle. They will be shown a box lined with
different colors and will ask what is in it. Then, they will take out the handkerchiefs together
different colors. Instruction: "I'm going to play music and we are going to dance to the rhythm of the song."
The activity will end when the children are asked to gather the handkerchiefs and place them inside
the box.

Activity 3: 'The statue dance'

The tables and chairs will be placed against the wall and the children will be invited to form a circle.
They must listen carefully to the music and perform the indicated movements.
When the song ends, everyone has to stay still like statues; whoever moves is out.
game
The activity ends when there is only one child left, who will be the winner.

Actividad 4: “Caperucita roja del noroeste”

The story 'Northwest Little Red Riding Hood' by Walter Carzon will be read. The children will be questioned about it.
about the characters of the story and their characteristics, recording it on a poster. They will be distributed
the roles and elements will be provided for the children to dress up. Subsequently, a will be done
dramatization of the story.

Activity 5: 'The Sleeping Beauty of the Coast'

The story 'The Sleeping Beauty of the Coast' by Walter Carzon will be read. The children will be questioned.
about the characters of the story and their characteristics by recording it on a poster paper.
They will distribute the roles and a dramatization of the story will be done. After the reading and the dramatization
A child will be chosen from the story to make a narration, using the images from the book.
The recipient of this retelling will be the guidance teacher.

Activity 6: 'The Newsstand'

With the children in a circle on the floor, we will inquire about the exit to the 'New Era Diary' with what
What elements make up the diary? What parts does the diary have? And once it is made, what happens?
Where do they sell it? How does it get to the business? Who buys it? What do they buy it for? It will be proposed.
play the newsstand: "_ What do you think if we play at the newsstand? But, since not everyone
we can be daily workers let's play at building other businesses. "Some are going to buy and others to
"sell". The items needed to play will be noted on the board and will be distributed.
roles. Different materials will be delivered by subgroups: boxes (that have been ordered in advance),
fabrics, clothes from the living room trunk for dressing up, diaries, cards as money, etc.
Each group will start to set up their business, beginning the game. There will be a moment of
game proper and when it becomes necessary the activity will be finalized: 'they have to go
closing the businesses because it is already noon and the people who work have to return home
for lunch and to rest for a while, to open in the afternoon.” When everything has been arranged
materials, there will be a round and one by one they will comment to the rest of the group on the work done and what
they have played.

Activity 7: 'The Camp in the Mountain'

The stories of Gustavo Roldán will be taken as a trigger, asking the children about the
características de estos “¿qué animales hay? ¿dónde viven? ¿cómo viven? ¿qué característica tiene
this place?" With the children in a circle on the floor: "What do you think if we play that we are making a
expedition to the mountain where all the animals of the story are? It must be very difficult to get there.
mountain, so we have to prepare well what are we going to go in? what do we need for the trip?
Children will be invited to arrange the tables and chairs against the wall to create more space.
they will deliver different materials such as sheets, fabrics, bags, wallets, and everything that is required
it happens to the children. Once organized, the actual game will begin. When
arrives at the "mountain" it will simulate walking along a path mimicking movements that arise. After u
game time will notice that it is getting dark and that a storm is about to arrive very
strong and the transport that took them has not come; they will have to build shelters in groups to spend the
night there. The 'huts' will be made and games will be played in them, turning off the lights and closing the
curtains. The game ends with the intervention: 'the storm has passed and it is dawning (opening
"the curtains and turning on the lights) it will be better if we take down the tents and go back." Little by little
Children will be invited to return to order.

Activity 8: 'Making headbands and dresses'

With the children seated at the tables, we will inquire about the clothing that the characters wore.
from the tale 'The Sleeping Beauty of the Coast': 'What clothes did they wear? What color were they? What shape did they have?'
The making of headbands and dresses with burlap and paper will be proposed. First, it will be.
Rectangles of fabric will be delivered to be used as headbands and geometric shapes made of cardstock will be investigated.
about shapes and their names. Assignment: "they have to stick the figures to form a design,
"as each person likes." Glue will be provided. The activity ends when the
children's productions, leading to the second part. Then rectangles of fabric will be shown.
larger in the style of a poncho and strips of cardboard. Instruction: 'They have to follow the little path'
taking the strips of paper, to form a border." In all instances of the activities there
will take into account a time for the exploration of the materials. The activity ends when
they collect the children's productions.

Actividad 9: “Invitaciones para la dramatización”

With the children in a circle on the floor, we will inquire about the story read. Then it will be proposed:
"What do you think if we perform the story but for all the classrooms in the kindergarten, as if it were in a
theater. We have to make the invitations.” The children will be invited to sit at the tables making
four groups: “One group will invite to the blue room, the other to the green room, another to the
red room and the last one for the address what can we put on the invitation? The dictation will be registered
on the blackboard. A folded card (with a
border, as a guard marked with pencil). Assignment: "They have to write the name on the front of the
work and inside the place, the date and time when it will take place" then pots will be given with
tempera: "You have to wet the tips of your fingers and make marks on the edge." The activity
it ends when the children's productions are collected, hanging them up to dry. With the
The group will go to each room to deliver the invitations.

Activity 10: 'Construction of the Set (Part I)'

The children will be invited to take their seats at the tables. The boxes they brought throughout the week will be taken out and
will propose to design the set for the dramatization of the story: 'And we have the costumes, the
invitations...? What do you think we're missing? We should set up the scenery of the coast.
will warn: “Today we are going to build the structures and we will continue working tomorrow.” In groups we
it will be building the base to assemble the scenery of the coast (plants, foliage, vines),
delivering materials such as: boxes, cardboard, tape, glue, scissors, etc. The activity
finish by storing all the material, to continue working the next day.

Activity 11: 'Construction of the scenery (part II)'

Children will be invited to take their seats at the tables. The productions made the previous day will be taken out.
providing materials such as: poster paper, crepe paper, cellophane, (in different colors) glue,
scissors, etc. Assignment: "Today we are going to finish assembling all the scenery by adding color to the
"works they have done" each group will work with different materials, depending on the
production completed. It concludes with the staging of the characters and the set design, at
modo de ensayo para representarla al día siguiente.

Activity 12: "Dramatization: The Sleeping Beauty of the Coast."

In the room, the story will be narrated, and the characters must act; this sequence will be repeated but in the
Some children will be in charge of building the scenery (in the SUM) while others
They will dramatize. When all the rooms are set up to watch the show, silence will be requested.
creating the right atmosphere for the staging. It will begin with reading and dramatization
properly so. It concludes by naming the children who have participated in the dramatization and to
those in charge of assembling the scenery.

Contents:
The game:
Regarding the group in general:
Integration into the peer group;
Start coordinating their own actions with the actions of their peers;
Collaboration and interaction with peers.
Development of the imagination.

Regarding the dramatic game:

Assumption of different roles, maintenance of them, and their variation.
Interest in understanding the social world by taking on different playful roles.
Organization of the play space.

Regarding the construction game:

Construction of various structures in space, exploring the diverse possibilities of the
materials.
Use of materials for the creation of various playful scenarios.

Regarding the game with conventional rules:

Respect for the rules of the game.
Knowledge of some traditional games that have value for the child's culture, their
community and its family.
Language practices:
Language practices related to speaking and listening:
Interpret the premise of a game or an activity.
Ask about an aspect of the proposed activity that has not been understood.
Invite and respond to an invitation.
Teaching strategies:
The teacher facilitates, plays, suggests, asks, proposes ways of playing, with the intention of
next:
Enable the game;
Promote an environment where expression, the combination of materials, the
free movement through space, initiative, conflict resolution;
Provide materials, making them accessible to children to promote development.
autonomous during the game;
Accompany the resolution of conflicts both among children and between the child and the play object;
Set guidelines, limits, rules, times, and spaces;
Observe the children's play to intervene appropriately.
Evaluation:
The evaluation must be continuous, as information arises in day-to-day activities that allows us to
improve processes and results. The teacher uses observation as the main instrument
(systematic, optional or induced) of the group in general and of each child in particular, in order to
enrich the proposal by making the adjustments you deem necessary.

It will be evaluated:

Participation in games (preferences and interests, companions with whom one plays, modalities)
with which it includes in the games, time spent playing);
Learning new games (skills to play, respect for rules, understanding of the
same, etc.
The possibility of taking on different roles during the game (using elements to
characterize oneself, acting from the chosen character, interaction with others through word or
the action);
The game anticipation (roles, script, materials, etc.).
The possibilities of finding ways to address the difficulties that arise during the
game development (strategies used: asking for help, searching for items, mediation
among colleagues, etc.)
Participation during the game evaluation (recognition of its development, of the
difficulties and conflicts, and the proposals to overcome them.

The theories to explain this phenomenon have been numerous and have captured the attention of many.
investigators. Whatever their origin and the cause that explains it, in what they agree on
All educators agree that play is the natural exercise of childhood and
which has great educational value. It requires the collaboration of all skills at the same time,
well, attention, imagination, creative activities, and
organization etc. The game arises spontaneously, provides immense pleasure to the child, allows
expand the child's knowledge of the social world.
We must not forget that play is a unique trait of childhood and an activity that accompanies
the everyday experience of children. Moreover, play is a right, a social and cultural expression
that is transmitted and created between generations. This unique feature of child behavior has a
strong connection with the construction of knowledge, since, at this stage of life, to investigate,
playing and learning are part of the same process.
The early childhood level has a long tradition of prioritizing play as part of its activities.
everyday, since the sustained experience from the classrooms promoted various proposals
linked to the centralizing game, the labor game, the game in sectors, etc.
The importance of play in education is great; it activates all the organs of the body.
it strengthens and exercises psychic functions. Play is a powerful factor for preparation of the
child's social life; through play, solidarity is learned, character is shaped and consolidated
stimulates creative power.
With regard to individual power, games develop language, awaken ingenuity,
they develop the spirit of observation, assert the will, and perfect patience. Also
they enhance visual, tactile, and auditory sharpness; they lighten the notion of time and space; they give ease,
elegance and agility of the body.
The beneficial application of games enables biological, psychological, social, and
spirituality of man. Its educational importance is transcendent and vital. However, in many of
In our schools, the value of passive, domesticating, and alienating learning is predominant; it is not given
the importance of the case to integral and permanent education. So many schools and homes, despite the
the modernity we live in or are required to live, is still weighed down by shameful
traditions.
The child is the axis of educational action. Play, in fact, is the most important means of education.

CHARACTERISTICS OF THE GAME

1. Play is a free activity. Play by mandate is not play.

2. The game is not ordinary life or life as such. Rather, it consists of escaping from
ella a una esfera temporal de actividades que posee su tendencia propia..El siguiente caso, que
The father refers to a child. He finds his four-year-old son sitting on the first chair of a row.
of them playing train. She caresses the little boy, but he says to her: dad, you shouldn't kiss the locomotive,
because, if you do it, the cars think it's not true.
The game is absolutely independent of the outside world, it is eminently subjective.
The game transforms the external reality, creating a fantasy world.
5. The game is selfless; it is an activity that unfolds within itself and is practiced in
reason for the satisfaction that its very practice produces.
6. It is played within certain time and space limits; its characteristic is limitation.
7. The game creates order, it is order. The slightest deviation disrupts the whole game, it causes it to lose.
his character and nullifies him.
The game oppresses and liberates, the game seizes, electrifies, enchants. It is full of both qualities.
more noble than man can find in things and express them: rhythm and harmony.
The game is a means towards resolution, because the child's abilities are put into play.
10. Another characteristic of the game is the ability with which it is surrounded by mystery. For children
it increases the charm of your game if they make it a secret. It's something for us and not for others.
11. The game is a struggle for something or a representation of something.
Centralized Game

The centralizing game is a didactic resource that can be characterized as an activity.

organized in a playful nature, centered around a central axis, related to interests
immediate needs of the child, a series of simultaneous activities.
The game is used in kindergarten as a method. When we talk about method
we think of a path, when we talk about techniques we think of the way we travel that path;
in this case, when talking about resource we are thinking of a special form that this method takes and
which is achieved through techniques and not just in material support, to which,
we often refer to when talking about didactic resources).
We understand that it is an organized activity of a playful nature, as it is a game, but it is not free.
Their activities, structured as options around a central theme, are planned.
previously by the teacher and of course integrated with the behaviors to be achieved in the unit of
corresponding objectives. Additionally, the teacher plays an important role in the guidance of
same (guiding and not imposing).

Another characteristic we refer to when talking about a centralizing game is the series of
simultaneous activities around a game motive. Here it is important to note that these
activities should be carried out simultaneously by all groups and that the selection of the axis
The centralizer must take into account the interests and needs of the students and their family life.
They should be simple reasons drawn from the world of children. The tasks of their mom or dad.
Her dolls, her walks, her fun, her doctor, etc.
Children should have the opportunity to choose and change activities, and everyone should participate.
simultaneously in the chosen experience.
Its duration is one day. Finally, we will say that it is one of the moments of the educational task.
for the achievement of the curriculum objectives.
As a teaching strategy, it provides the child with opportunities to:
Moving in space.
Sensory motor practices.
· Asegurar sus coordinaciones gruesas por medio de material y actividades apropiadas.
Start practicing fine motor coordination.
Use different materials
Manipulate objects.
Do things with other children
Integrate into the environment
Solitaire
symbolic play
practice soliloquy and collective monologue
to recount what has been lived

natural and spontaneous participation in games, allowing free choice and change but with a
permanent breath of the teacher
enjoy an appropriate environment and material that awakens a sense of belonging.
Concrete experiences that favor the structuring of space, time, object, and causality.
to participate in games by having diverse experiences that allow them to choose and change.
separate fantasy from reality.
enrich your language
Start and finish your game in the day.

It is one of the means used in the first section that the preschool child attends for the
achievement of curricular objectives.
Upon discovering the behavior of the third section, we have said that in this stage changes occur that
they point out important aspects in the evolution of the child's behavior.
The centralizing game is structured with features that correspond especially to the
needs of the first moment of evolution (approximately 3 years) and that stimulate their
gradual development.

Therefore, it is the instructional response for conducting the first play experiences.
organized by the kindergarten children.
It is used with 3-year-old children when they have the opportunity to attend kindergarten and must
continuar siendo durante todo el tiempo que el grupo demuestre necesitarlo y hasta que no
The construction game begins to emerge and the work game is proposed.
In cases where the group's first experience in kindergarten is after 3 years, it
It is also recommended to start providing centralizing play opportunities until then.
respective diagnosis demonstrates that the group is mature enough to embark on the new experience of
game-work.
That is to say, if the children enter the kindergarten in the second section (4 years), the teacher must give
centralizing game opportunities until it has been confirmed that the group is mature for
starting in the game work. It is likely that the academic year will end with a centralizing game.
If we refer to a second section (4 years) with experience in kindergarten, it should resume the play.
centralizer until confirming that the group can start with play-work, although the strategy
it is solely a centralizing game in all educational play.
This is recommended even in cases where the group has already completed the first section.
some game-work experience.
If it is a third section without experience, it is also advisable to provide juice opportunities.
centralizer until verifying or checking its need for play-work.

General characteristics of the centralizing game

Next, we will summarize some of the characteristics of the game that we consider most important.
significant:

Allows spontaneous participation from children, recreating games or situations that are familiar to them.
familiares.
Core around the selected game, variety of short educational experiences and actions.
duration.
Provides opportunities for symbolic play.
Provides varied materials to be used symbolically or in an attempt to imitate the
reality.
It helps to facilitate integration
Allows the use of the individual symbol
Allows talking-doing
It is a game of today.

This game takes place over a day, as the temporal structure achieved does not yet allow for the
child to maintain the theme of play throughout the days.
The preschool teacher, before starting the group in the centralizing games, must ensure
that the children have developed minimal habits of order and hygiene, knowledge and use of certain
varied amounts of materials and functional knowledge of the environments in which they operate
usually to the child.

Game organization

The teacher will use her skills and creativity to bring forth the centralizing game in form.
spontaneous, when free play begins to decline.
The invitation to play will happen naturally. The child will gradually leave their informal play to
to join, after the order and by their own decision, the proposed game.
At this moment, when the game is proposed, it is called the beginning and it is the stage where,
In addition, the possible activities to achieve it are determined and the material to be used is selected.
This will always be carried out under the guidance of the teacher who will guide the children in the selection of
proposals and will encourage them with the materials planned for this game.
We insist that the centralizing game must always start from free play, and it is a mistake when the
teachers create artificial experiences to start or schedule visits or passes, which to
Sometimes they turn out to be convoluted, to justify the reason for the game and to start it.
It can be done if the teacher deems it appropriate (sometimes even to ensure if the reason for
game they have in mind, is familiar to the child), even in the same Unit of Objectives, a
direct experience or visit related to the probable motive of play. But this is not necessary, there is no
Why force situations. This is simply another group activity, independent of the
own organization of the centralizing game.
Lastly, we will say that the duration of this first moment should be brief and that it should be given with
a lot of dynamism.
The second moment is the culmination. It is realized through the individual actions or those of the groups.
que participan del juego a través de las realizaciones y/o dramatizaciones.
During these moments, the teacher will continuously provide new stimuli to enrich the
game, and it will try to prevent the child's attention from straying from the selected reason.
The third moment is the end, it encompasses the order of the room and the material and occurs as interest declines.
The development of this game takes place in one day and the time will be assigned based on the interest of the group.
complaint (generally extends to 30 minutes).
It has no relation to the activity of the previous day nor to the reason for the game of the following day, as
The child still cannot maintain the continuity of play motive through successive days.
The reasons for play may periodically repeat, which will of course be specified with
richer and more varied activities. Sometimes the child even asks to repeat a certain play theme.

Play Work
The Play-Work Period is an activity unique and exclusive to Kindergarten.
To analyze and understand its essence, its methodology, its objectives, the duration, the frequency and
the place where it will take place is that we try to give the characteristics that
we consider the terms play and work to be more relevant.
GAME: It is the primary activity of childhood, at the same time spontaneous, enjoyable, creative and
creator of situations. It is a language, one of the main forms of the child's relationship.
with oneself, with others, and with the objects of the world that surrounds him.
Playing is the activation of the game; it encompasses the sole objective of pleasure.
WORK: Activity that has objectives to be fulfilled, a goal or product to achieve, and difficulties to overcome.
to overcome.
The "working" is the implementation of this activity.
The objectives, goals, or products may or may not be fulfilled, depending on the resolution.
satisfactory or not, of the difficulties that the taiga brought.
The pleasure derived from achieving the set objectives at work is closely
relationship with one's own valuation (with overcoming obstacles and achieving goals), is
there lies the pleasure of work. In the case of play, the pleasure is placed in the
energy discharge.
The game is pleasure for the sake of pleasure; but work itself, as an activity, can also
generate pleasure.

GAME ELEMENTS - WORK

We will list all those elements that are essential for the
Concretization of the Methodology of the Play Period - Work:
The group of children
The teacher
Material resources
The room
The weather
OBJECTIVES OF THE GAME - WORK

Three general objectives:

Provide development and learning opportunities in all areas of behavior: social,
emotional, intellectual, and physical.
Channel that development and learning through creative activities.
Channel a real gaming situation that allows for the expression of authentic experiences.
We understand that within the fields of behavior they could be explicitly explained in the following way:
In terms of Social: that the child can within a situation of play:
share materials, projects, and situations.
to form habits of organization and care for the material
In the Emotional: that the child can within a play situation:
respect and value one's own work and that of others.
learn to choose according to their interests.
develop an increasing sense of responsibility.
In the Intellectual: that the child can within a situation of play:
explore, experiment, investigate.
organize reality.
to acquire the foundations for formal learning.
In the Physical: that the child can within a play situation:
develop psychomotor skills.
acquire and practice manual skills.
to achieve good control of your body in space.
These objectives, if analyzed in more depth, could be perfectly applicable to the
general activity of the Kindergarten; but given that it is at that moment when the child is
offers the great opportunity to choose, plan, execute, evaluate, and share activities, the
formulated objectives become inherent to this methodology.

THE FOUR MOMENTS OF THE GAME - WORK

The Play - Work Period has, like all activities of the Kindergarten, a
prior planning and a time for realization: the time in which the group develops it.
The moments of the Play Period – Commonly referred to as: Planning,
Development
Evaluation and Order. These are subtimes characterized by the privilege of a type of
action, whether it is to plan, develop, evaluate or organize.
We understand that these subtimings are not static, or if you will, they are only static in theory.
that in the startup a dynamic structure is observed in which alternately is
plans, is organized, is evaluated, and is developed.
We hope that these words do not lend themselves to confusion. The four fundamental moments must
to exist, in the order that the teacher deems appropriate, but not forgetting that each sub-theme (in itself
same) is a dynamic structure that includes the others.
If any teacher remembers a sequence from the Play-Work Period at any time
of the year, it may clarify what we previously said about the structure
dynamic.

The Development
Talking about the development of Game Periods - Work is to talk about the game itself. It is the
the playful activity itself, the time in which the game undergoes a growing transformation.
It is the center around which the other subtimes revolve. It is the core of the dynamic structure.
mentioned, the axis from which the other sub-times exist.
Development is the realization of what is planned and is the precursor to evaluation; since it does not
You can evaluate what was not done, at most you can evaluate 'what was not done'.
It is the privileged time insofar as it is planned to carry it out and where the ...
elements of the game and of work.
The group is the one that sets the mode of game development into action; each group,
due to its characteristics and in a specific space and time, it configures a modality of
exclusive and particular development. The same group has a variable way of playing, day by day. The
a group is a human structure and therefore dynamic, for this reason it cannot repeat a modality of
development is exactly the same in each Game Period - Work, although after playing a
same group, with a stable frequency and under similar conditions, generally acquires a
particular type of game.
To exemplify what we understand by typology, we highlight comments received from some
teachers when they compare their groups with those of previous years. It is common to hear: the group of
This year has a noisy Play - Work Period; this group develops every day.
action games; my group plays with a marked slowness.

Traditional games

These games, which are often accompanied by songs, are broadcasted

intergenercionalmente y forman parte del acervo cultural de cada comunidad; por lo que fomentar el
space and traditional games in the garden are fundamental to ensure such transmission.
Like all transmission, it also includes the possibility of recreation and reconstruction of it.
broadcasted. That is why, many times we find a great variety of ways to play rotten egg, to
I see, I see, to hopscotch and to the infinite number of rounds that we know, that have been given to us.
transmitted along with songs, by adults and other children during childhood.
Traditional games should be part of daily life in the garden and played; they can be played in
the room or outside of it, frequently; but they can also be considered as part of a
specific project where children learn about games in different cultures and where they
promote the participation of families to share their own play experiences and those of
your parents or grandparents.

COLLECTIVE GAMES
They are the games that are played among several people, responding to the principle of socialization and
They are stimulated by evolution and competition. For example, sports.
No playing allowed