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Abstract
Africa has rich repertoire of indigenous practices that support social innovation and sustainable development. Our paper aimed at examining the relationship between one of the practices: Relationship between indigenous games on the development of culturally situated intelligent behaviours among children of the Kom community. The study was underpinned by Gardner’s Theory of Multiple Intelligences; Tchombe’s Mediated Mutual Reciprocity; Vygotsky’s Sociocultural Theory of Cognitive Development; Nsamenang’s Social Ontogenetic Theory and Lewin’s Social Field Theory. Methodologically, an embedded mixed methods correlational research design was used for the study. A sample of 207 parents and 65 children were chosen for the study with the use of questionnaires, focus group discussion guide and observation check list for data collection. The quantitative findings of the study revealed that there is a statistically significant, positive and strong relationship between indigenous games and intelligent behaviours (r-value= 0.517**, p-value = 0.001< 0.05). Qualitatively, games such as “Anyang” a local game played by children with the use of small pebbles or seeds on bored holes on the ground and “Chacha” (Hop scotch) enhances teamwork, patience, decision-making and problem solving. Promoting children’s engagement in indigenous games is essential in nurturing intelligent behaviours. There is need for parents to regulate screen time and create room for children to engage in indigenous games. Incorporating and supporting the use of these games in schools by teachers and school administrators during co-curricular activities will valorize the essence.
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