1. Define various concepts related to psychology of game and play; 2. Analyse historical, cultural, gender, age and personality differences in playful attitudes and behaviour; 3. Compare various forms of play; 4. Explain importance, benefits and threats of different types of play in childhood, adolescence and adulthood; 5. Create playful learning and work setting; 6. Explain the role of play in therapy; 7. Describe current theories and research on expertise of professional players;

1. Brown, S. (2009). Play. How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul. New York, NY: Avery, Penguin Group. 2. Dankiw, K. A., Tsiros, M. D., Baldock, K. L., & Kumar, S. (2020). The impacts of unstructured nature play on health in early childhood development: A systematic review. PloS one, 15(2), e0229006. https://doi.org/10.1371/journal.pone.0229006 3. Kalliala M. (2007). Play culture in a changing world. Maidenhead, Berkshire, UK. Open University Press.

1. Bekoff, M., Byers, J. A. (Eds.). (1998). Animal play: Evolutionary, comparative, and ecological perspectives. Cambridge University Press. 2. Cattanach, A. (2003). Introduction to play therapy. Brunner-Routledge. 3. Clark, C. (2017). Play and Wellbeing (1st ed.). Taylor and Francis. Retrieved from https://www.perlego.com/book/1497763/play-and-wellbeing-pdf 4. Csikszentmihalyi, M. (2014). Play and Intrinsic Rewards. In: Flow and the Foundations of Positive Psychology. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9088-8_10 5. Huizinga, J. (1955). Homo ludens; a study of the play-element in culture. Boston: Beacon Press. ISBN 978-0-8070-4681-4. 6. Kernan M. (2007). Play as a Context for Early Learning and Development. Dublin, Ireland. National Council for Curriculum and Assessment. 7. Sutton-Smith, B. (1997). The Ambiguity of Play. Harvard University Press. https://doi.org/10.2307/j.ctv1q16s5b 8. Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Solis, S. L., & Whitebread, D. (2018). Accessing the Inaccessible: Redefining Play as a Spectrum. Frontiers in https://doi.org/10.3389/fpsyg.2018.01124 psy

Regular class attendance (at least 70%).

Obtaining a minimum of 35% points during classes through assigned course activities.

Teaching activities: lectures, workshops, partial e-learning, demonstration, discussions, case studies, multimedia, problem solving.

Final exam: minimum 50% score required to pass

Excellent (5) – 90-100%

Very Good (4) – 80-89.9%

Good (3) – 65-79.9%

Satisfactory (2) – 50-64.9%

Fail (1) – 0-49.9%