From the author: Play is improvisation. The game is a school of life. Play is a diagnostic tool and a therapeutic tool! Shall we play? Without play there is and cannot be full-fledged mental development. A game is a huge, bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity. V.A. Sukhomlinsky While playing, a child gets his first experience of relationships with the real world. While playing, he learns about the world around him, develops and matures. While playing, a child experiences fear, failure, resentment and other emotions that are still difficult for him to cope with otherwise. During the game, in imaginary events, the child experiences everything that worries and frightens him in real life. The game allows you to “release” accumulated emotions, develops more optimistic views on life in children who are prone to despondency and pessimism. Remember the games that were passed on people from generation to generation. They then and now have a therapeutic effect on the child. The game taught me how to cope with difficulties. It provided the opportunity to repeat the experience many times in order to “hone” their skills. In the game, the child trained, learned to be resilient, fearless, resourceful, dexterous, and learned his “life lessons.” The game taught us to accept both defeat and victory. Role-playing games and group outdoor games are present in the life of a preschooler now. And then less and less. Where and how to play? And is it necessary? Until what age? It’s a must! Play is the first conscious and independent activity in a person’s life. In play, all aspects of a child’s personality are formed, moral and volitional qualities are developed and corrected, and a qualitative change in the psyche occurs. Observing children and adolescents in play, you can see the degree of confidence stability of emotional state in oneself the ability to take responsibility for oneself the ability to make independent decisions is the ability to control emotions developed is there communication skills and the ability to conduct a constructive dialogue with peers is it socially acceptable is behavior resistant to temporary difficulties and problems is one able to think logically and foresee the consequences of one’s actions is one persistent in achieving goals At game trainings for adults, it is possible that these qualities and skills can also be adjusted or further developed. Based on my practical experience, let me paraphrase V. Mayakovsky: “Play always, play everywhere, until the last days of the Don. Play and no nails, that’s my slogan and the sun.” Conducting game trainings for primary schoolchildren and teenagers, I was convinced that the game not only heals, but also educates, educates, develops/opens the creative potential that is inherent in the child. Game is creativity. And creativity goes beyond the boundaries of everyday life and everyday life, allowing you to gain your own personal life experience. Nowadays, quite a lot of game trainings have been developed for any age. Using the game in group therapeutic work with adults. I make sure that during the game the participants discover the reasons for their failures and model action algorithms to get out of unfavorable situations. This is an invaluable experience that can be used in real life. The game is always available and does not require any special material costs. You can play with friends, with your family, or on vacation with your children! This will only improve relationships, allow adults to safely plunge into childhood, and children not to be afraid to become adults in the future. By playing with children, we can do a lot! We can instill hope in children. Hope gives a person the ability to enjoy life with all its difficulties and defeats, it gives children and adults, inner strength and determination. We can show children what respect means. An adult’s respect is manifested, for example, in the fact that he emphasizes children’s responsibility for their behavior. The child feels respected when asked: “What did this incident teach you?” or “How are you feeling right now?” And.