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Board Game Evaluation
Rosalee Otaki
FAM1244
June 22, 2021
, 2
Name of game #1__Candy Land________________________________________
1. What ages is the content suitable? (E.g. complexity, subject matter, skills required to read
directions or play). Use development to justify your answer.
This content is suitable for kindergarten ages as it is a game that does not require extensive
reading but instead uses matching and symbols to direct pawns on the board. The game requires
the knowledge of 4.9 Sequential Change in Reasoning Logically to best determine what action to
take as shown on the card or depending on where the pawn lands on the board (Ministry of
Education, 2014, Pg. 48). The children will also make use of 4.10 Classifying in order to
compare pictures shown in the cards picked to the board and move the pawn accordingly
(Ministry of Education, 2014, Pg. 48). The children will need to use 4.12 Counting to determine
how many squares to move on the board (Ministry of Education, 2014, Pg. 49). The children will
also be using 4.22 Using Spatial Relations, Directions, Maps as they navigate their pawns on the
game board (Ministry of Education, 2014, Pg. 51).
2. How and why might the game appeal to children? Use your knowledge of children's interests
to justify your answers. ae instructions easy to follow?
This game might appeal to children for multiple reasons, it has very easy-to-follow instructions
and is very theme-based. The game is full of colour and has multiple imaginary “lands” on the
board to invite the child’s imagination.
3. How competitive or cooperative is the game? How would this influence the use of the game in
the after-school program (kindergarten, school-age)?
Board Game Evaluation
Rosalee Otaki
FAM1244
June 22, 2021
, 2
Name of game #1__Candy Land________________________________________
1. What ages is the content suitable? (E.g. complexity, subject matter, skills required to read
directions or play). Use development to justify your answer.
This content is suitable for kindergarten ages as it is a game that does not require extensive
reading but instead uses matching and symbols to direct pawns on the board. The game requires
the knowledge of 4.9 Sequential Change in Reasoning Logically to best determine what action to
take as shown on the card or depending on where the pawn lands on the board (Ministry of
Education, 2014, Pg. 48). The children will also make use of 4.10 Classifying in order to
compare pictures shown in the cards picked to the board and move the pawn accordingly
(Ministry of Education, 2014, Pg. 48). The children will need to use 4.12 Counting to determine
how many squares to move on the board (Ministry of Education, 2014, Pg. 49). The children will
also be using 4.22 Using Spatial Relations, Directions, Maps as they navigate their pawns on the
game board (Ministry of Education, 2014, Pg. 51).
2. How and why might the game appeal to children? Use your knowledge of children's interests
to justify your answers. ae instructions easy to follow?
This game might appeal to children for multiple reasons, it has very easy-to-follow instructions
and is very theme-based. The game is full of colour and has multiple imaginary “lands” on the
board to invite the child’s imagination.
3. How competitive or cooperative is the game? How would this influence the use of the game in
the after-school program (kindergarten, school-age)?
