The Role of Traditional Games in Supporting Neuroscience-informed Learning at the ECCE Stage
Year: 2026
Type: article
Abstract: Play-based learning in the Early Childhood Care and Education (ECCE) supports brain development and holistic growth, as highlighted by National Education Policy 2020. Traditional games foster cognitive, social, and motor skills through interactive, culturally rooted experiences. This study explores the ways in which traditional games like Kho-Kho, Hopscotch (Saz Loung), Garam (Santooli), and Kabaddi can promote neuroscience-informed learning in the Early Childhood Care and Education stage. The study investigated how traditional games can support neuroscience-informed learning in ECCE stage, based on the idea that play is the primary mechanism by which young children develop their brains. The study found that Hopscotch (Saz Loung) and Garam (Santooli) improve recall, coordination, and analytical thinking, while Kabaddi and Kho-Kho foster cooperation, planning, and self-control through the analysis of classroom observations, developmental assessments, and teacher and parent interviews. In addition to developing skills, these games foster a sense of community and cultural identity in children. According to the research, traditional play is not only recreational but also a potent, affordable, and culturally appropriate tool for a child's overall development. By incorporating these games into ECCE programs, learning experiences can be enhanced and made more engaging and in line with children's natural brain development.
Author: Showkeen Bilal Ahmad Gul
Institution: Cluster University Srinagar
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7155356311
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