Traditional Games and Early Childhood Learning: An Educational Psychology Perspective on Arfak Community Local Wisdom

Abstract

Traditional games are part of children’s play experiences that not only provide enjoyable activities but also involve rules, challenges, interaction, the use of concrete objects, educational values, and social and emotional experiences. In the context of early childhood education, these characteristics are relevant to children’s learning processes, which take place through direct experiences and play activities. This study aims to describe five traditional games that constitute the focus of the study within the context of the Arfak community in Arfak Mountains Regency and to analyze the characteristics of the activities and learning experiences that can be examined from the perspective of Educational Psychology in Early Childhood Education. This study employed a descriptive-exploratory qualitative approach. Data were obtained through interviews with community members who have knowledge of traditional games and were supported by available documentation. Data were analyzed through data condensation, data display, and conclusion drawing and verification, following a qualitative data analysis approach. The five games that constitute the focus of the study are Talimasuk, Benteng, Batu Sepuluh, Aremomsai, and Panah-Panah Buah. These games were selected as examples of traditional games within the context of the Arfak community and are not intended to represent all traditional games found in the region. Each game has different activity structures and challenges, but generally provides opportunities for children to experience motor coordination, concentration, decision-making, cooperation, perseverance, self-control, and social interaction. The findings indicate that traditional games can be considered as contextual learning experiences when implemented appropriately according to children’s characteristics and safety.