Volume 12 : Issue 12.3 (2025)

The Games that Rathava Community Children Plays

“Bachchon ke nanhe haathon ko chaand sitaare chhoone do Chaar kitabein padh kar yeh bhi hum jaise ho jaayenge.” (Let the small hands of children reach for the moon and stars… for after reading a few books, they too will become like us) ~ Nida Faazli Documenting Indigenous Games of Rathava Community Children emerges from a simple yet profound question: What do we lose when children stop playing their traditional games? This research aims to document, understand and reflect on the indigenous games still practiced by children in the Rathava community in Tejgadh, Chhota Udepur district of Gujarat and to explore what these games reveal about learning, identity and cultural continuity. The study is guided by the following research questions: • What are the indigenous games currently played by Rathava community children? • How do these games contribute to cultural knowledge, learning and social bonding? • What factors are influencing the continuity or decline of these traditional games? • How can this documentation contribute to indigenous knowledge preservation and education frameworks? Data was collected primarily through oral narratives and firsthand experiences shared by Rathava children, using field observations and a chain sampling method. Over 50 in-depth interviews were conducted with children aged 7 to 14. These interactions were designed as informal, playful conversations that allowed children to speak in their own words and physically demonstrate the games. The process included audio-visual recordings, video interviews and active participation in gameplay sessions. Existing literature shows a clear gap. While indigenous games have been examined globally at a broad level, there is limited micro-level, community-specific documentation, particularly among tribal children in India. Most studies focus on indigenous knowledge in education, folklore, or rituals, often sidelining play. This thesis challenges that absence by treating everyday games as a vital site of cultural production and transmission. A thematic analysis was used to categorise the games based on dimensions such as physical and cognitive development, gender roles, seasonal rituals, intergenerational transmission and community cohesion. The research goes beyond description to interpret how these games express deeper cultural values, ecological understanding and social learning. The contribution of this work lies in three areas. First, it preserves knowledge that is at risk of fading due to modernisation, digital influences and the erosion of communal spaces. Second, it invites dialogue on incorporating indigenous games into educational settings, offering inclusive and culturally grounded learning tools. Third, it contributes to Indigenous Consciousness studies by positioning children as active creators and carriers of cultural knowledge. This thesis advocates for policies that recognise indigenous games as living heritage. It also aims to serve as a resource for educators, researchers and community members seeking child-centered models of cultural preservation. At its core, the work is a tribute to the creativity, resilience, and wisdom embedded in children's play: a domain often overlooked, yet deeply significant.

Indigenous Games, Tribal Children, Rathava Community, Child Development, Bhasha Tribal Academy, Playing and Learning, Ethnographic Documentation

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