Jump, Clap, Belong: The Developmental Choreography of Ampe Play at Akobima M/A Basic School, Ghana
Author
Bridget Acquah
Abstract
This study examines the developmental significance of Ampe, a traditional Ghanaian jumping game played predominantly by girls. Through a one-hour direct observation of twelve girls aged 5–8 years during natural play at school break time, the study documents the cognitive, social, and emotional developmental indicators manifested during Ampe play, along with the social interactions, conflict-resolution strategies, and environmental factors that shape the play experience. Findings reveal that Ampe contributes substantially to children's holistic development by enhancing physical coordination and cognitive abilities through strategic thinking, mathematical reasoning, and language development. The game also fosters crucial social skills, including cooperation, turn-taking, and conflict resolution, while promoting emotional regulation and cultural identity. Framed within Vygotsky's sociocultural theory, Piaget's cognitive developmental theory, and the integrated model of play development, this study highlights how traditional play forms such as Ampe continue to serve as vital developmental tools for children in Ghana, underscoring the importance of preserving indigenous play activities in early childhood education settings.
Keywords
Ampe, cognitive development, traditional play, child development, Ghana
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References
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