Holistic development in Sidama children through the indigenous game Qale Qasi’ra

Bibliographic Data

ID19224800
AuthorsDereje Dakamo Tomora (0000-0002-5059-0139, Hawassa University, corresponding author), Tadesse Jaleta Jirata (0000-0002-0864-2601, School of Psychology at Addis Ababa University)
Year2026
Pages1-11
Publication date2026-05-25
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAfrican Identities (JOURNAL)
Journal identifiersISSN: 1472-5843 • E-ISSN: 1472-5851
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/14725843.2026.2677561
OpenAlexW7162289662
LanguageEN
References cited15

This article examines Qale Qasi’ra, a traditional children’s game of the Sidama people in southern Ethiopia, as an indigenous pedagogical tool that nurtures holistic child development. Using ethnographic observations and interviews with children aged 6–12, the study demonstrates how the game cultivates cognitive precision, patience, emotional resilience, fairness, and social cooperation. By situating Qale Qasi’ra within decolonial and cultural-historical psychology frameworks, particularly the Cultural-Historical Activity Theory (CHAT) tradition developed from Vygotsky’s work, the article highlights its value as a form of play-based learning and peer pedagogy. Findings show that traditional games are not merely recreational but function as culturally embedded systems of education, identity formation, and moral reasoning. This article underscores the enduring relevance of indigenous knowledge in contemporary early childhood discourse and argues for recognizing indigenous games as culturally responsive pedagogical resources that can enrich formal education while respecting Ethiopia’s cultural diversity

Action (physics) · Ethnic group · Indigenous · Narrative · Traditional knowledge · Variety (cybernetics) · Archaeology and Rock Art Studies · Children's Physical and Motor Development · Indigenous Knowledge Systems and Agriculture

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