Qubahan Academic Journal | 2026
Authors: Zhumagulov A.; Bolat N.; Baymurzayev T.; Raimakhunova O.; Yerdanova G.
DOI: 10.48161/qaj.v6n2a2387
Journal: Qubahan Academic Journal
Year: 2026
Publisher: Qubahan
Document Type: Article
Open Access: All Open Access; Gold Open Access; Green Open Access
Cited by: 0
This study investigates how traditional national games function as pedagogical tools for fostering value internalization among prepubertal children aged 7–11 in formal primary education. Despite recognition of the cultural significance of traditional play, its structured application in value education remains underexplored. A qualitative action-research design was implemented across three primary schools, involving 68 pupils and five teachers over a ten-week intervention period. Data were collected through systematic classroom and playground observations, semi-structured teacher interviews, children’s guided reflections, and analysis of curricular materials. Data were analyzed using thematic analysis with triangulation; inter-rater reliability reached κ = 0.81. The findings reveal consistent improvements in cooperative behavior, rule adherence, responsibility, cultural awareness, and sense of belonging, particularly when traditional games were accompanied by explicit teacher-guided reflection. The results clarify the mechanisms through which culturally contextualized play supports ethical development and identity formation during middle childhood. © 2026, Qubahan. All rights reserved.
Cultural heritage; Ethnic identity; Moral education; National upbringing; National values; Pedagogy; Prepubertal children; Primary school age; Socialization; Traditional games; Value formation