Abstract
This study investigates how traditional national games function as pedagogical tools for fostering value internalization among prepubertal children aged 7–11 in formal primary education. Despite recognition of the cultural significance of traditional play, its structured application in value education remains underexplored. A qualitative action-research design was implemented across three primary schools, involving 68 pupils and five teachers over a ten-week intervention period. Data were collected through systematic classroom and playground observations, semi-structured teacher interviews, children’s guided reflections, and analysis of curricular materials. Data were analyzed using thematic analysis with triangulation; inter-rater reliability reached κ = 0.81. The findings reveal consistent improvements in cooperative behavior, rule adherence, responsibility, cultural awareness, and sense of belonging, particularly when traditional games were accompanied by explicit teacher-guided reflection. The results clarify the mechanisms through which culturally contextualized play supports ethical development and identity formation during middle childhood.