游戏有一漫长的过去,但游戏权仅有一短暂的历史。游戏人的命题使游戏权在人权体系中具有不可替代的地位,但是游戏权的实现离不开生存权、发展权和受教育权的保障。提出游戏权是学前儿童受教育权的核心内容的命题有利于促进两种权利成为实有权利。作为学前儿童受教育权的游戏权具有自由权和社会权的双重属性,游戏权的实现有利于儿童各方面的协调发展,对于公民意识和自由精神的养成具有重要价值。作为学前儿童受教育权的游戏权可按年龄段分类,也可分为游戏受保护权、游戏参与权和游戏设施权,以及自发游戏权和组织游戏权。 The game has a long history, but the right to play has only a brief history. The proposition of the game player makes the game right an irreplaceable position in the human rights system, but the realization of the game right can not be separated from the guarantee of the right to subsistence, the right to development and the right to education. The proposition that the right to play is the core content of the pre-school children’s right to education is conducive to promoting both rights as real rights. The right to play as a preschool child’s right to education has dual attributes of freedom and social rights. The realization of the right to play is conducive to the coordinated development of all aspects of children and is of great value to the development of civic awareness and freedom. The right to play as a pre-school child’s right to education can be categorized by age group. It can also be divided into the right to protection of the game, the right to participate in the game and the right to play the game, as well as the right to spontaneous and the right to organize.