物「玩」—與「物」互動
今天的孩童玩的經驗貧乏，他們擁有的是「結果」，不是「過程」。
在過去，因為童年生活中沒有太多的現成玩具，「自己做；自己玩」成為孩童們動手、動腦、也動心的學習活動。

Children today are often more familiar with the “result” than the process of playing.
In the past, because there were not many toys available, children often made with their own toys, providing valuable learning opportunities that helped them grow.


境「遊」—與「境」互動
除了玩具之外，還可以在環境中找樂子。孩童在大自然中尋找天然素材，大地就是他們的教室，鳥獸草木就是他們的老師，在自然的刺激下創造出富有創意性的遊戲。「沙、土、水」為幼玩三寶；也是大地提供所有年齡層孩童快樂的泉源，不必花錢，卻價值無窮。

In addition to toys, children often find things to amuse themselves from their immediate environment. This frequently results in the use of natural materials and the invention of highly creative games.

人「戲」—與「人」互動
不論時代和玩物如何變遷，很多孩童的歡樂時光和重要學習都是來自與友伴間的交流與互動。
宋朝孩童的「捉迷藏」至今兒童仍在玩，另外「官兵捉強盜」、清代的「老鷹捉小雞」、到後來的「賣搖鼓」、「紅綠燈」、「鬼抓人」…，我們發現不同時空的孩童與同伴玩在一起，但卻演出同樣的劇本情節，真可算是演出最久的一齣戲了。

Regardless of changing times and evolution of toys, many children enjoy spending time or interacting with friends, representing important learning opportunities.

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