Published date: Mar 10 2019

Journal Title: KnE Life Sciences

Issue title: The UGM Annual Scientific Conference Life Sciences 2016

Pages: 19–25

DOI: 10.18502/kls.v4i11.3848

N Restati Siregarnanirestatiilham@gmail.com

M Ilham

Traditional games for children who live in urban areas was a significant activity. That was involved much physical activity and influenced psychological development in children. Generally, the traditional games were found in the low-income community and large area. The qualitative study described in this paper aimed to: (i) explore parents view about playing for their children; (ii) explore teachers view about academically benefit of the traditional game for students. Semi-structured, in depth-interviews, were interviewed conducted with two parents of Bajo’ Tribe and three teachers of the elementary school. The result showed that traditional games are important for children’s physical and psychological health (cognition, emotion, and social aspects). Implications for future will consider local wisdom based-curriculum in kindergarten and elementary school. Traditional games are important for student’s psychological health, as well as physical health.

Keywords: Bajo’s Children, Cognition, Emotion, Physic, Social, Playing traditional game.

[1] U.S. Department of Health and Human Services Health Resources and Services Administration. The health and well-being of children in rural areas: A portrait of the nation 2007. Department of Health and Human Services, Rockville, Maryland: U.S; 2011. p. 1–52. https://mchb.hrsa.gov/nsch/07rural/moreinfo/pdf/nsch07rural.pdf


[2] Kovačević T, Opić S. Contribution of traditional games the quality of students’ relations and frequency of students’ socialization in primary education. Croation Journal of Education, 2014;16(1):95–112. https://hrcak.srce.hr/file/174035


[3] Gelisli Y, Yazici E. A study into traditional child games played in Konya region in terms of development fields of children. Elsevier Procedia-Social and Behavioral Sciences 2015;197:1859–1865. https://www.sciencedirect.com/science/article/ pii/S1877042815042482


[4] Rauber SB, Boullosa DA, Carvalho FO, de Moraes JFVN, de Sousa IRC, Simues HG, Campbell CSG. Traditional games resulted in post-exercise hypotension and a lower cardiovascular response to the cold pressor test in healthy children. Frontiers in Psychology 2014;5(235):1–7. https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC4069719/


[5] Lamb ME. Processes underlying social, emotional, and personality development. In: Handbook of child psychology and developmental science (cognitive process). Lerner, Lynn,Ulrich (Eds). John Wiley & Sons, Inc. New Jersey;2015.p. 1–10 https: //www.wiley.com/en-us/Handbook+of+Child+Psychology+and+Developmental+
Science%2C+7th+Edition-p-9781118136850.


[6] Iswinarti. Pengaruh permainan tradisional melalui metode experiental learning terhadap kompetensi social anak usia sekolah. [The Influence of traditional games through the experiental learning method for children]. Disertasi.. Fakultas Psikologi. Universitas Gadjah Mada. Yogjakarta; 2005 {in Bahasa Indonesia] http://etd.repository.ugm.ac.id/index.php?mod=penelitian_detail&sub= PenelitianDetail&act=view&typ=html&buku_id=88268&obyek_id=4


[7] Lavega P, Alonso JL, Etsebeste J, Lagardera F, March J. Relationship between traditional games and the intensity of emotion experienced by participants. Res. Q Exerc Sport 2014;85(4):457–467. https://www.ncbi.nlm.nih.gov/pubmed/25412128


[8] Gipit C, Abdullah MA, Musa MR, Kosai NA, Maliki AB. The effect of traditional games intervention programme in the enhancement school-age children’s motor skills. A Pleminary Study, Health, movement & Exercise 2017;6(2):157–169. https: //www.mohejournal.com/index.php/mohe/article/view/MoHE%20Vol6%282%29_13


[9] Berntsson LT, Ringsberg KC. Swedish Parents’ activities together with their children and children’s health: a study of children aged 2-17 years. Scand. J. Public Health 2014;(42):41–51. https://www.ncbi.nlm.nih.gov/pubmed/25416573


[10] Stalsberg R, Pederson AV. Effect of socioeconomic status on the physical activity in adolescents: a systematic review of the evidence. Scand. J. Med. Sci. Sports 2010;20(3):368–383. https://www.ncbi.nlm.nih.gov/pubmed/20136763


[11] Suen YN, Cerin E, Huang Yj, Mellecker RR. Measures of environmental correlates of physical activity for urban chinnese preschool-aged children: Development and Reliability 2015;5(3):1–8. http://journals.sagepub.com/doi/abs/10.1177/ 2158244015604690


[12] Santrock JW. A topical approach to Life span development. Seventh edition. MacGraw- Hill. New York;2014. p. 27–28. https://trove.nla.gov.au/work/ 7412141?q&sort=holdings+desc&_=1524471175430&versionId=207917760