The Relationship between Traditional Games and Social Development in Children

Abstract

The aims of this study were to examine the relationship between traditional games and children's social development. The study utilized a pretest-posttest quasi-experimental design with a control group. The participants were 6-year-old children, who were randomly assigned into two groups of 20 each (experimental group and control group). After selecting the participants (6-year-old children) and dividing them into two groups, both groups were simultaneously engaged in traditional games and common preschool activities. Before the intervention of the independent variable, their social development was assessed using the Vineland Social Maturity Scale. The data collected from the pretest and posttest were compared. Data analysis was conducted by using covariance analysis by SPSS-22. The results indicate that the observed F is statistically significant at the level of p < 0.05. Based on the findings, traditional games can result in a positive effect on various aspects of children's social development, including self-help general, self-help in dressing, self-help in eating, interaction with others, self-regulation of behaviors, socialization, physical activity, profession, and occupation.