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This study explored indigenous games practiced by the learners from Foundational to Middle Stage and evaluated their potential as game-based pedagogical strategies. The focus was emphasized in line with NEP 2020 towards the transformation of pedagogical strategies. The data sources were collected from three districts of Rajasthan. The data collection work employed three tools, viz. teacher interviews, community focus groups, and observation on resourceful games like Sitoliya (Seven Stones), Mar-Dadhi (Cloth Ball Play), Gilli Danda, Teer-Kaman (Archery), Kho-Kho, Holia Ghar Kalam Daali, etc., which were played with local materials such as used clothes, stones, bamboo, etc. during festivals and in school settings. The data were coded using a deductive inductive approach with corroborated perspectives from teachers, parents/elders, and student demonstrations. The findings indicated that game classifications have the potential to strengthen the physical agility: Kho- Kho/Kabaddi; cognitive strategy: Sitoliya/Holia Ghar; community bonding: Mar- Dadhi/Barf-Pani, and leadership, collaboration, and physical skills of the learners. Subject- stage mapping was aligned according to the NCFFS 2022 and NCFSE 2023 framework. Teacher and local community data confirmed that these games are viable in low-resource settings, which encourages inclusivity, cultural rootedness, and 21st-century skills, namely: teamwork, problem-solving, and agility. Challenges from this study regarding limited playground space, inadequate time allocation, and safety measures led to recommendations for the inclusion of a set schedule for learning through play and capacity building and orientation programmes for SCERTs/DIETs. The study also suggested that pedagogical examples such as activity cards, illustrated guides, and QR-coded videos can be used in the classroom for warm-ups, idea reinforcement, and reflective discussions. Thus, the findings lay a roadmap for scaling frameworks to SCERTs/DIETs by linking culturally rooted games with holistic education to promote equitable and enjoyable learning.
Indigenous games, pedagogical integration, play-based learning, and curriculum mapping
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