More Than Play: Pre-Service Primary School Teachers’ Metaphorical Perceptions of Traditional Games as Cultural and Educational Tools
Abstract
Traditional children's games constitute a vital component of cultural heritage, serving as effective tools for both cultural transmission and holistic child development. These games foster physical, cognitive, social, and emotional growth while imparting essential life values such as cooperation, rule adherence, and problem-solving. However, the increasing influence of digital technologies and popular culture has contributed to the gradual disappearance of these traditional practices, underscoring the need to reassess their educational significance. This study investigates the metaphorical perceptions of primary school teacher candidates toward traditional children's games. A total of 113 pre-service teachers from various grade levels participated in the study, which was designed using a qualitative, phenomenological approach. Participants completed the prompt “Traditional children’s games are like ... because ...,” and their metaphorical expressions were analyzed through content analysis. The findings revealed a wide range of metaphors categorized under four main themes: historical and cultural connection, development and learning, emotional well-being and pleasure, and social dimension and diversity. Frequently cited metaphors such as life, bridge, history, tree, and teacher indicate that traditional games are perceived not merely as entertainment but as educational and emotionally meaningful experiences that connect past and present, convey cultural values, and support holistic development. The results highlight the positive and multidimensional perspectives of teacher candidates and suggest the importance of systematically integrating traditional children’s games into teacher education programs as both pedagogical tools and cultural resources.
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