Froid sees the game as a means of realizing the oppressed and oppressed appetites and desires of the children, the denial of innate instincts, or as a specific reaction to unpleasant experiences. Adler views the game as an expression and means to overcome the inferiority complex. Piage views it as a necessary element in the intellectual development of man and sees her essence in assimilation / perception / reality based on self-centered childlike thinking. Vygotski explains the game through the concept of the "closest development area".

![hero-psychology-in-education-1600.png](https://cdn.steemitimages.com/DQmQDRkYgeU3BmGs7MuwzRxFdmbZQAXHjhNsqbcRjJrcYJF/hero-psychology-in-education-1600.png)
[image source](https://www.york.ac.uk/study/undergraduate/courses/bsc-psychology-education/)


Contemporary psychology plays a socio-historical phenomenon, characterized by the following: - From a philological point of view, the game originates from labor, which is a prerequisite for the development of speech and thinking, and therefore for the differentiation of the species homo sapiens. At a certain stage of the development of society it becomes possible to set a preparatory phase in the life of the man with the leading activity the game, which precedes the educational and labor realization of the personality.

The stage of the historical development of society determines the content and forms of the game, which is convincingly evidenced by the history of toys and historically changed role games, rules and constructive games which are a specific reflection of the socio-economic relations in society; - a hallmark of the public nature of the game is that it mimics the activity of the adults, the means and results of their work, as well as their specific social relationships. In addition to this essential feature, the game also has other peculiarities that distinguish it from other main activities: - the first feature relates to the peculiarity of the mental reflection of the game activity, which is expressed in the particular relation between reality and childhood fantasy; - The second feature relates to the motives and objectives of the game. Children do not play because of their own development, although in fact the game performs these functions. 

The motive for game activity is not determined by the end results of the activity but by the actual process. In this respect, the objectives of the game do not have a clear purposeful and conscious character, but that does not mean that the game of children is aimless and unconscious. The game recognizes the specific goals found within the gameplay; - The third feature is that the game is a spontaneous activity. If the free and spontaneous character of the game breaks, it loses its appeal. This means that the management of children's games is a delicate process. The spontaneity of the game also determines its great and emotional saturation.