





The need for communication, for emotional encouragement compels the child to purposeful concentration and storing.
Game situation and actions in it make continuous impact on development of cerebration of the child of preschool age.
In game the child learns to act with the deputy a subject it gives to the deputy the new game name and operates with it according to the name.
The subject deputy becomes a support for thinking.
On the basis of actions from a subject mideputies the child learns to think about a real subject.
Gradually game actions with subjects are reduced, the child learns to think about subjects and to operate with them in the intellectual plan.
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