section_path: Children
section_name: Children
paragraph_text: Children
  
  In young children, play is associated with cognitive development and socialization. Play that promotes learning and recreation often incorporates toys, props, tools, or other playmates. Play can consist of an amusing, pretend, or imaginary activity alone or with another. Some forms of play are rehearsals or trials for later life events, such as "play fighting", pretend social encounters (such as parties with dolls), or flirting. Findings in neuroscience suggest that play promotes flexibility of mind, including adaptive practices such as discovering multiple ways to achieve a desired result, or creative ways to improve or reorganize a given situation.
  
  As children get older, they engage in board games, video games, and computer play, and in this context the word gameplay is used to describe the concept and theory of play and its relationship to rules and game design. In their book, Rules of Play, researchers Katie Salen and Eric Zimmerman outline 18 schemas for games, using them to define "play", "interaction", and "design" formally for behaviorists. Similarly, in his book Half-Real: Video Games between Real Rules and Fictional Worlds, game researcher and theorist Jesper Juul explores the relationship between real rules and unreal scenarios in play, such as winning or losing a game in the real world when played together with real-world friends, but doing so by slaying a dragon in the fantasy world presented in the shared video game.
  
  Play is explicitly recognized in Article 31 of the Convention on the Rights of the Child (adopted by the General Assembly of the United Nations, November 29, 1989), which declares: