Exploring Traditional Games to Stimulate Foundational Phases in Strengthening the Transition from ECE to Primary School: Teachers’ Creative Practices

Abstract

This qualitative case study explores the role of traditional games in strengthening six foundational competencies in early childhood education (ECE) during the transition from ECE to primary school in Pinrang, Indonesia. The study utilized interviews, direct observations, document reviews, and video transcripts to investigate how culturally embedded play supports holistic child development and school readiness. The research reveals that traditional games effectively stimulate religious and moral values, social and language skills, emotional maturity, cognitive readiness, motor skills, and positive attitudes toward learning. Teachers demonstrate significant creativity in adapting these games pedagogically to accommodate diverse learner needs, while institutional collaboration between ECE and primary schools fosters continuity and shared understanding. Moreover, digital documentation enhances formative assessment and parental engagement. Traditional games also serve as vital cultural tools, preserving indigenous knowledge and instilling community pride among children. The findings emphasize the importance of integrating culturally relevant play in early education policies and practices to support inclusive, engaging, and meaningful transitions for young learners. Despite the positive outcomes, the study identifies limitations related to the incomplete observation of the full range of traditional games and the need for deeper investigation into primary school and inclusive settings. This research contributes to the growing evidence on culturally responsive play-based pedagogy and suggests directions for future studies focusing on scalability, sustainability, and inclusivity. The study advocates for strategically incorporating traditional games to enhance educational equity and holistic development in global ECE transitions.