| When the children begin to toddle, they behave | | | | children and inspiring their aspiration to knowledge. |
| actively and scamper about, and they are | | | | In childhood, they often gradually apperceive and |
| unaware of tiredness in whole day. Some parents | | | | cognize the world through some games. The |
| think that the games are physical activities, so | | | | secret of genius lies in strong interest and |
| they are not good for intelligence. Actually, it is | | | | boundless passion, and the games add a portion |
| not so. The children play the games joyously with | | | | of power for the genius. |
| scientific guide from adults, which is very helpful | | | | Fifthly, games redound to train the willpower of |
| to intellectual development of children. Games are | | | | positive confidence and effort for children to gain |
| not only the world of children, but also the world | | | | their ends, which is an extremely important |
| created by them. There are five benefits of | | | | psychology quality for children to become useful |
| games to the intellectual development of children: | | | | people. The accomplished scientists and inventors |
| Firstly, the convivial, delightful, and vivacious | | | | all have striking confidence and willpower; whereas |
| atmosphere is the significant environment to | | | | the children have so clinging expression and |
| cultivate the initiative, creative spirit and | | | | vigorous energy to capture the victory in the |
| elaborative faculty of children. Joyful emotion of | | | | games, which is just the bud to cultivate these |
| children is an important environmental factor for | | | | two psychology qualities. |
| the formation of growth and sound psychology. | | | | After the parents know the benefits and |
| The children, who are devoid of the love from | | | | importance of games, they will not think playing |
| parents and are always beaten and scolded by | | | | the games is a behavior of wasting time and will |
| parents, lack convivial atmosphere; therefore, | | | | not always ask the children to spare all their time |
| their intellect and health conditions are not fine. | | | | on playing piano or learning painting and calligraphy. |
| The games could build joyful mood and leave | | | | Therefore, in the games, some scrupulous |
| profound memory trace in Children's mind, so | | | | parents could observe children's ideality, desire, |
| they are the active means to develop the intellect | | | | anxiety, etc. The game is the first success for |
| of children. | | | | children on culture and psychology; they express |
| Secondly, games are propitious to the formation | | | | their own thought and sentiment which could not |
| of children's quick response and judgment | | | | deliver in the games, and sometimes, they even |
| capability. The children need to make response | | | | depend on games to overcome now or past |
| and judgment in games; however, this kind of | | | | complicated mental harassment. |
| response and judgment is quite dramatic and | | | | In order to make the games have better effect |
| lively. Unconsciously, the children cultivate quick | | | | on children's physical and mental health, parents |
| reflection and response ability, which is very | | | | could combine the games with edifying the |
| helpful to the brain growth for the children in this | | | | thought of children; that is, when children play the |
| stage. | | | | games, parents may put forward various |
| Thirdly, games are good for developing children's | | | | questions to make children reflect. Parents also |
| imagination and ideation. Some visual games, such | | | | could participate in the games with children, which |
| as "Hawk snatches chick", etc, could develop | | | | make children feel more happiness and avail to |
| children's imagination, while the children could | | | | the sound mentality formation of children. |
| consider how to win and why they fail in the | | | | Simultaneously, parents shall pay attention to that |
| game. | | | | physical games should not be too tired while |
| Fourthly, the games make for cultivating the | | | | cerebral games should not be too long. |
| interest of physical and intellectual activities from | | | | |