Indigenous Games and Their Role in Promoting Child Well-Being in the African Context

Abstract

Child well-being is a dynamic process that is influenced by environmental, economic and social factors. It comprises the extent to which children are able to thrive socially, spiritually, emotionally, physically and intellectually. In this chapter, I examine literature dealing with how the rich knowledge embedded in indigenous games enhances child well-being and promotes inclusive practices, with a view to exploring this multifaceted concept within the African context. Drawing on the Sankofa theoretical model, I indicate how insights from the past can potentially inform the future of children’s well-being. Rather than claiming that indigenous games will guarantee holistic well-being for all children, I examine how these games may contribute to holistic well-being. In particular, I highlight the interconnectedness of the various domains of well-being, with spiritual well-being featuring as a key link. My analysis emphasises the value of inclusive practices by indicating how indigenous games may support the meaningful inclusion of all children in learning experiences, thereby promoting equitable access to education and fostering holistic development. To add further depth to this exploration, I reflect on African historical figures who have attributed their success to skills acquired during childhood by their own participation in traditional games. This serves to emphasise the role that these activities play in fostering well-being. My findings resonate with research suggesting that revisiting indigenous games enables early-childhood teachers and their communities to reclaim meaningful inclusive practices that contribute to children’s holistic development and well-being.