Article contents
The Impact of Traditional Games on Social-Emotional Development: A Comprehensive Review of Existing Research
Abstract
This comprehensive review examines how conventional games affect children's social-emotional development. Traditional games offer benefits that current games and educational tools may not match due to their cultural roots. According to the review, these games improve social skills, emotional regulation, cognition, cultural identity, and physical health. Traditional games help kids learn social skills, emotional management, strategic thinking, and problem-solving. These games also help kids feel connected to their cultures and respect diversity. Traditional games improve fitness and well-being through physical activity. Despite these benefits, long-term effects and comparative studies with modern games are lacking. The assessment suggests incorporating traditional games into education, encouraging community and family involvement, and funding more research on their advantages. Traditional games can help educators, policymakers, and parents enhance children's holistic development and well-being in varied cultural and educational contexts while preserving cultural legacy and embracing new advances.
Article information
Journal
Journal of Learning and Development Studies
Volume (Issue)
4 (2)
Pages
39-51
Published
How to Cite
Article information
- Journal
- Journal of Learning and Development Studies
- Volume and issue
- 4 (2)
- Pages
- 39-51
- DOI
- https://doi.org/10.32996/jlds.2024.4.2.5
- Received
- August 8, 2024
- Published
- August 14, 2024
- Similarity screening
- Completed
- Peer Review
- This article has been peer reviewed.
- Copyright and licence
- © 2024 The Author(s). Published by Al-Kindi Center for Research and Development.
- How to cite
- Ashar, Sitti Mania, Misykat malik Ibrahim, St. Syamsudduha, Sadaruddin, Anita Candra Dewi (2024). The Impact of Traditional Games on Social-Emotional Development: A Comprehensive Review of Existing Research. Journal of Learning and Development Studies, 4(2), 39-51. https://doi.org/10.32996/jlds.2024.4.2.5
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