Fostering National Values in Prepubertal Children Through Traditional Games: A Qualitative Action Research Study

Aydin Zhumagulov; Nurdybek Bolat; Tanirbergen Baymurzayev; Orazkhan Raimakhunova; Gulzineb Yerdanova

doi:10.48161/qaj.v6n2a2387

Authors

Zhumagulov Aydin Department of Theory and Methodology of Physical Culture, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan; https://orcid.org/0009-0000-7169-3236
Bolat Nurdybek Nur-Mubarak Egyptian Islamic University, Almaty 050060, Kazakhstan; https://orcid.org/0009-0002-9834-7653
Baymurzayev Tanirbergen Department of Recreational Sports, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan. https://orcid.org/0009-0007-5330-7478
Raimakhunova Orazkhan Department of Recreational Sports, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan. https://orcid.org/0009-0005-6893-4461
Yerdanova Gulzineb Department of Theory and Methodology of Physical Culture, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan; https://orcid.org/0009-0005-5822-4685

DOI:

https://doi.org/10.48161/qaj.v6n2a2387

Keywords:

Prepubertal children, Traditional games, National values, Cultural heritage, Moral education, Value formation, Ethnic identity, Socialization, Primary school age, Pedagogy, National upbringing.

Abstract

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.

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Author Biographies

Bolat Nurdybek, Nur-Mubarak Egyptian Islamic University, Almaty 050060, Kazakhstan;

Raimakhunova Orazkhan , Department of Recreational Sports, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan.

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