Folk Games and Life Skills Development Among Children in Public Schools in the Central Region of Ghana

ABSTRACT

The study sought to examine the cognitive, psychomotor and psychosocial values of folk games, how these games can develop life skills in school children and its integration in teaching and learning. The study focused on three selected districts from the central region of Ghana. Of each selected district, two basic schools were chosen for the study with teachers, parents and pupils being the target population. The convenience sampling technique under non-probability sampling was used to select the accessible subjects. However, the lottery method of the simple random sampling technique was used to select the three districts. The study followed the qualitative model by using case study and questionnaire to gather data. Moreover interviews, photographic evidence and non-participant observations were also used. Evidence from the study revealed that both teachers and parents shared positive concerns about the benefits of folk games to the development of the child’s cognitive, psychomotor and psychosocial development. However, the positive impact of electronic children’s games on the child’s development was upheld by some respondents though some identified negative effects on the child’s behaviour and performance at school. Again, the study showed that children use substantial aspects of their play emulating adult roles which are essential for developing life skills. It was also found that lessons integrated with folk games in the study however yielded positive results in that pupils’ interest were sustained and also were able to answer questions posed to them with little or no difficulty. It is recommended that further study should be conducted into the game culture of communities where basic schools are situated. Teachers could also factor folk games in the methodology of their teaching as well as motivate pupils to play more folk games at school. Developing manuals on educational folk games by teachers could be helpful in teaching various subjects in the Ghanaian public Basic Schools