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Transcript of Playful World
by Julie McNamara and Marianne Casey
Researched, compiled and produced by Kildare County Childcare Committee with the
help of Nadia Demolder while on work placement. Nadia is currently studying Early
Childhood Studies, a four year honours degree programme in the Institute of Technology
Carlow.
The Kildare County Childcare Committee (KCCC) was formed in 2001 to promote cross
agency co-operation and co-ordination in the delivery of Childcare services at a local
level. The committee comprises of local representatives from the statutory, community
and voluntary sectors, social partners, childcare providers and parents in County Kildare.
Kildare County Childcare Committee
The Woods
Clane
Co. Kildare
Tel: 045 861307
Fax: 045 982411
E-mail: [email protected]
Web: www.kildarechildcare.ie
DISCLAIMER
This material is meant for educational and information purposes only. Kildare County
Childcare Committee combined individual contributions and commentary with content
freely available on the internet to compile this booklet. Therefore, it has been impossible to
identify and properly attribute sources. KCCC apologises if material has been reprinted in
the DVD/booklet without correct source acknowledgement. KCCC assume no responsibility
for errors, omissions or inaccuracies in the material.
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1
FOREWORD
KCCC recognises that the population of Kildare has become increasingly diverse
and multi-cultural and we are delighted to have been able to produce Playful
World: A Selection of Games from Around the World with funding obtained from
the FAS County Childcare Committee Grant Scheme.
The County Childcare Committee Grant Scheme provides an opportunity for
new ideas to enhance and explore ways in which the gap in childcare
developmental activities might be productively and creatively closed.
Playful World is the result of an innovative project facilitated by KCCC with Athy
Travellers Group and Kildare Youth Services, Star Girls Youth Group, in Athy Co.
Kildare. It aims to raise awareness of the role that games can play in promoting
inclusiveness amongst children in our increasingly diverse society.
Playful World is made up of a booklet and accompanying dvd which explain how
to play a selection of games from around the world. They are intended to be
used together as a tool to promote inclusiveness and diversity.
It is our wish that Playful World will enable many more children to experience
these games and as part of the process raise their awareness of their own and
other cultures in a way that is fun and meaningful to them.
We hope you enjoy Playful World as much as we enjoyed producing it.
Co-ordinator
Kildare County Childcare Committee
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2
ATHY TRAVELLERS SUPPORTGROUP LTD. Johnny McInerney
Terry McInerney
Patrick McInerney
William Donoghue
Terry Donoghue
James Connors
Edward Connors
Anne Connors
Margo Doyle
Roseleen Doyle
Marylou Doyle
Victoria Doyle
Rico Doyle
Sr. Rosarii
Mary Behan
Moire Maher
Marie Barrette
Breda Keogh
Sr. Jo Hendrick
KILDARE YOUTH SERVICES,ATHY, STARGIRLS
Emma Afolayan
Aisha Ali
Siobhan Mc Clean
Rosie Quinn
Gracia Adido
Tosin Odubiyi
Bridget George
Esperanca Massala
Sandra George
Miranda Dube
Barbara George
Melissa Nolan
Crishannah Adeniyi
Leanne Morrin
Gladys Akhogba
Deirdre Errity
Fola Daniel
Patience Namme
Jennifer Moore
Bess van Sleeuwen
ACKNOWLEDGEMENTS
Kevin Smith: Kildare Youth Channel
Margaret Byrne: Senior Development Officer FAS
FACILITATORS:Marianne Casey
Julie Mc Namara
Nadia Demolder
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3
A Selection of Games from Around the World
CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . 4
Zing Zang Zoo . . . . . . . . . . . . . . . . . . . . . . 6
Musical Statues. . . . . . . . . . . . . . . . . . . . . . 7
Dól Charlie Uisce . . . . . . . . . . . . . . . . . . . . 8
Simon Says. . . . . . . . . . . . . . . . . . . . . . . . . 9
Red Letter. . . . . . . . . . . . . . . . . . . . . . . . . 10
Ring a Ring a Roses . . . . . . . . . . . . . . . . . 12
London Bridge . . . . . . . . . . . . . . . . . . . . . 14
Wink Murder . . . . . . . . . . . . . . . . . . . . . . . 17
Chinese Whispers . . . . . . . . . . . . . . . . . . . 18
The Name Game . . . . . . . . . . . . . . . . . . . 20
Who am I? . . . . . . . . . . . . . . . . . . . . . . . . 21
The Minister’s Cat . . . . . . . . . . . . . . . . . . . 22
The Fame Game . . . . . . . . . . . . . . . . . . . 23
Tug O War . . . . . . . . . . . . . . . . . . . . . . . . 25
Red Rover. . . . . . . . . . . . . . . . . . . . . . . . . 26
1,2,3 Dragon. . . . . . . . . . . . . . . . . . . . . . . 27
British Bulldog . . . . . . . . . . . . . . . . . . . . . 28
Blindfold horse race . . . . . . . . . . . . . . . . . 30
Traffic Lights . . . . . . . . . . . . . . . . . . . . . . . 32
Duck, Duck, Goose . . . . . . . . . . . . . . . . . 33
Stuck in the Mud . . . . . . . . . . . . . . . . . . . 34
Badminton (Chinese variation) . . . . . . . . . 36
No Laughing, No Talking,
No Showing Your Teeth . . . . . . . . . . . . . . 37
Kameshi Ne Mpuka . . . . . . . . . . . . . . . . . 38
Cup and Ball . . . . . . . . . . . . . . . . . . . . . . . 41
Klassy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Blind Man’s Buff . . . . . . . . . . . . . . . . . . . . 44
Zoska . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Skipping Rope . . . . . . . . . . . . . . . . . . . . . 46
Handball . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Hurling . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Jeu de Boules . . . . . . . . . . . . . . . . . . . . . . 51
References . . . . . . . . . . . . . . . . . . . . . . . . 52
Recommended Reading . . . . . . . . . . . . . 52
Music and
Movement Games
Quiet Games
Co-Operative
/Team Games
Active Games
Skill Games
5
16
24
31
40
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Introduction
4
Playful World: A Selection of Games from Around theWorld is the result of an innovative project facilitated
by Kildare County Childcare Committee.
Children learn through play and games. Games when
used constructively and with purpose and effect can
provide the framework to break down artificial barriers
between different groups within our society and
generate interest and develop awareness of others in a
way which is natural, meaningful and fun for children.
It is through playing games that children learn about
themselves, their community and other people in their
communities and thus playing games seems the natural way to raise awareness of
other cultures amongst children.
Once children are provided with the space to play, they will do so openly and
naturally without regard to culture, background, ability, religion or family
circumstances.
The children who participated in the production of Playful World were introduced
to a selection of games from around the world, the history of those games and
where they came from. They were encouraged to contribute games which they
and/or their friends and families played thereby re-energising many traditional
games. This enabled the children to play and experience familiar and new games
and also to see that similar games are played by children the world over. We
recommend that the same process is followed by those intending to use Playful
World as a tool to raise awareness of different cultures amongst children.
Although the aim of Playful World is to promote inclusion there are many other
benefits to children of playing the games such as problem-solving, co-operation,
trust, self-awareness and acceptance.
For the purpose of explanation Playful World has been divided into five sections:
Music and Movement, Quiet Games, Cooperative Games, Active Games and Skill
Games. This allows for the specific benefits and developmental possibilities that
can occur with each particular game to be understood. Each section has been
colour coded to coincide with the accompanying dvd and cross-referenced where
appropriate.
Welcome to Playful World: A Selection of Games from Around the World.
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5
For over 100 years, scientists and researchers have been
promoting the benefits of music to children. According to
Don Campbell, author of ‘The Mozart Effect’ music can be
used to improve memory and learning. Music stimulates
language skills and listening ability.
Music and movement games help children to feel and
express a ‘beat’. Moving in sequence to a steady ‘beat’
can greatly improve a child’s musical ability as well as
improving balance and co-ordination.
Educators are now becoming more aware of the benefits
of music and movement activities and research has found
that these activities have a more positive impact on child
development than previously realised. Creative
movement can assist, in the development of self esteem
and body awareness.
Many concepts including a child’s concentration and
memory can also be improved.
Furthermore children can explore language, learn the
days of the week, to count in sequence, nursery rhymes
and lots more through song and rhyme in a fun way.
Exposing children to music and movement can also be
very beneficial to children’s sensory awareness, social
development and health and fitness. Encouraging
children to engage in a variety of locomotor and non-
locomotor movement encourages them to become more
aware of spatial relations which help to improve math,
science and spatial skills.
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Zing Zang Zoo� As demonstrated on accompanying DVD
� Materials:None
� Aims:Improve balance, Steady Beat and Language
development
�Procedure:This is a rhyme from Cameroon. A group of children form a circle and hold
hands. The group sings the song below while swinging their held hands
backwards and forwards to a steady beat. There are two beats in each line.
A leader will decide on a category for example: names of countries, fruit,
boy’s names etc as well as providing an example
The items must fit into the beat meaning some words will have to be said
very fast and other words slowly. The same category is held until all children
in the circle have had a turn. Then the rhyme can be sung again choosing
another category.
Zing Zang Zoo
And the little hands go
Cats or berries? (Clap, Clap)
If you please (Clap, Clap)
Name some (Clap, Clap)
Names of Fruits (Clap, Clap)
For example (Clap, Clap)
Or-ange (Clap, Clap)
Be Quick (Clap, Clap)
Be Quick! (Clap, Clap)
6
Stargirls playing Zing Zang Zoo
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7
Musical Statues� As demonstrated on accompanying DVD
� Materials:Music
� Aims:Fun, coordination, steady beat, Locomotor and nonlocomotor movement,
mathematical skills
�Procedure:A leader is selected and he/she controls the music. Music is played and
everybody dances. When the leader stops the music everybody freeze’s
immediately. The leader observes the players and if he/she sees anybody
moving they are out. The leader can also try to make children laugh or move
by making funny faces in front of them however no physical contact is
allowed. The game continues until only one child is
left.
� Variations:Musical chairs; this game begins with any number of
players and a number of chairs one fewer than the
number of players. The chairs are arranged in a circle.
One, leader, is in control of the music, the players walk
or dance in a circle around the chairs until the leader
stops the music and everyone playing must race to sit on
a chair. The player who is left without a chair is out. A
chair is removed and the game begins again until only
one player remains.
Another variation is the game “Musical Bumps” where the
players sit on the ground when the music stops, the last
to sit is out.
There is also a non competitive version of the game
where one chair is removed but all of the players must sit
on the same chair not touching the ground with their feet.
This game was formally known as “Going to Jerusalem”.
A Selection of Games from Around the World
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D’ól Charlie Uisce� As demonstrated on accompanying DVD
� Materials:Blindfold
� Aims:Fun, exploring the singing voice, sensory awareness, trust, locomotor
movement
�Procedure:This is an Irish rhyme accompanied by actions. The players
stand in a circle holding hands. One player is selected to
go into the middle of the circle and close their eyes or
places a blindfold over their eyes. The group then walk
around in a circle holding hands and singing the rhyme. At
the end of the rhyme the player in the middle must try and
catch another player while keeping their eyes closed.
D’ól Charlie uisce
D’ól Charlie tae
D’ith Charlie úll
Ach ní íosfaidh sé mé.
This game encourages children to work as part of a team.
Children experience how their other four senses are
heightened when the sense of sight is taken away.
The use of Gaeilge in the rhyme assists children with the
development of the language in a fun way.
� Variations:This game is similar to Blind Mans Bluff, which is a very old game
played in the Court of Henry VIII. It became popular in the Victorian era
when it was played as a parlour game in homes throughout England.
8
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9
Simon Says� Materials:
None
� Aims:Follow instruction, listening skills, concentration, control, self awareness
�Procedure:Simon Says is a game for three or more players. A player
is selected as ‘Simon’ and the other players must do what
Simon tells them to do when directed but only when the
direction is prefixed by ‘Simon Says’. If Simon says ‘Simon
says jump’ the players must jump. If a player does not
follow Simon’s commands they are out. However if Simon
says simply ‘jump’, without first saying ‘Simon says’, players
should not jump, if they do they are out. The aim of the
game is to distinguish between valid and invalid commands.
The winner is the last person ‘out’. The winner then goes on
to be ‘Simon’ in the next round.
It is believed that this game inspired many electronic and
computer games in the 1980’s.
� Variations:“Mother May I” instructions are given by “Mother” replacing “Simon” who
asks the players to take steps of differing size and number towards her/him
(“Mother”) for example one player may be asked to take four baby steps. The
player must then ask “Mother may I?” before they take the steps. If they do
not say “Mother may I” they must return to the start. The winner is the first
person to the top. The winner then goes on to be “Mother” in the next
round.
A Selection of Games from Around the World
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Red Letter� As demonstrated on accompanying DVD
� Materials:None
� Aims:Learn the alphabet, counting, develop
concentration gross motor movement
�Procedure:The players all stand in a straight line shoulder to shoulder. A
leader is selected who stands with their back to the group approximately
ten metres away, depending on the size of the area available. The leader
picks a red letter, for example, “E” and tells the group.
The leader starts calling out different letters from the alphabet. If the letter
called out is in an individual’s name they may take one step forward,
unless it is the red letter. When the red letter is called out nobody can
move. If an individual moves when the red letter is called out they must go
back to the start. If a persons name has two or more of the letter called in
their name they take the corresponding number of steps. The person who
reaches the leader first is the winner and goes on to become the leader
for the next game.
10
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Stargirls
AthyTravellers
Get involved and
have some
fUn11
Playful World BOOK.qxd 11/7/08 15:19 Page 13
� As demonstrated on accompanying DVD
� Materials:None
� Aims:Teamwork, exploring the singing voice,
locomotor movement
�Procedure:The children all hold hands and sing the rhyme
while moving around in a circle. At ‘We all fall
down’ every body goes down on their hunkers
and ‘With a 1,2,3’ jump back up again
Ring a ring a roses
A pocketful of posies
Ah tishoo Ah tishoo
We all fall down
Ashes in the water
Ashes in the sea
We all jump up with a 1,2,3.
It has been suggested that this well known English rhyme is connected withthe Great Plague of London 1665. The first line represents the rash
associated with the plague. Children are role-playing being dead when they
‘fall down’. ‘A pocket full of posies’ is said to represent something fragrant
placed in the victim’s pocket to cover the unpleasant odours of disease and
purify the air around them thus warding off the disease, or that they would
invoke sneezing as it was commonly believed that sneezing would help to
prevent contracting the disease. ‘Ashes’ may be associated with the burning
of bodies which was believed to stop the disease spreading.
12
Ring a Ring a Roses
Stargirls playing
Ring a Ring a Roses
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13
A Selection of Games from Around the World
Playful World BOOK.qxd 11/7/08 15:19 Page 15
London Bridge
� Materials:None
� Aims:Teamwork, turn taking, fun, exploring the
singing voice, locomotor movement
�Procedure:Two children are selected to represent the bridge
and sing the rhyme, they stand facing each other
with their hands held together above their heads.
The other participants form a circle and go one by one under the bridge.
Although there are many variations to the rhyme generally a child is caught
if they are under the bridge when the rhyme comes to an end.
This game improves a child’s rhythm, movement and co-ordination. The
tug of war variation encourages children to work in a team.
? This nursery rhyme is based on the famous bridge in London over the
River Thames. It covers the different materials used to rebuild the bridge
after various attacks from Vikings and other disasters such as fires.
It has also been suggested that the game may also symbolise the childrens
wish to grow up and become good strong adults.
� Variations:
Greek game known as ‘The Bee’ involves children choosing their preferred
player of the two children selected to form the bridge. When they are
caught going under the bridge they then stand behind the player they
picked. This continues on until everybody has been caught. The two sides
of the bridge then start a tug of war. The side who pulls over the opposing
team is the winner.
14
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15
London Bridge
London Bridge is falling down,
Falling down, falling down,
London Bridge is falling down,
My fair Lady.
Build it up with wood and clay,
Wood and clay, wood and clay,
Build it up with wood and clay,
My fair Lady.
Wood and clay will wash away,
Wash away, wash away,
Wood and clay will wash away,
My fair Lady.
Build it up with bricks and mortar,
Bricks and mortar, bricks and mortar,
Build it up with bricks and mortar,
My fair Lady.
Bricks and mortar will not stay,
Will not stay, will not stay,
Bricks and mortar will not stay,
My fair Lady.
Build it up with iron and steel,
Iron and steel, iron and steel,
Build it up with iron and steel,
My fair Lady.
Iron and steel will bend and bow,
Bend and bow, bend and bow,
Iron and steel will bend and bow,
My fair Lady.
Build it up with silver and gold,
Silver and gold, silver and gold,
Build it up with silver and gold,
My fair Lady.
Silver and gold will be stolen away,
Stolen away, stolen away,
Silver and gold will be stolen away,
My fair Lady.
Set a man to watch all night,
Watch all night, watch all night,
Set a man to watch all night,
My fair Lady.
Suppose the man should fall asleep,
Fall asleep, fall asleep,
Suppose the man should fall asleep?
My fair Lady.
Give him a pipe to smoke all night,
Smoke all night, smoke all night,
Give him a pipe to smoke all night,
My fair Lady
A Selection of Games from Around the World
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16
Quiet games are ideal for transition between one activity and another. They can be used as an opportunity to
bring a group together after lots of physical activity. The games can help to bring focus and a calm atmosphere
to a group and to help children to wind-down.
Quiet games help children to develop concentration through focusing on specifics, for example, observation
and listening. They also assist in turn-taking.
The use of Quiet Games at the beginning of a session allows for the easy transition from School/Home or
another place into the group situation. Theses games can also be used to build confidence and trust within the
group. If carefully chosen these games can give each participant an opportunity to participate and include those
who are generally quieter and not inclined to volunteer him/her self.
Quiet Games help children to relax in groups and they promote effective communication between complete
strangers.
Children should be encouraged to sit in circles when playing Quiet Games as this gives each child the same
status and exposes each ones face to everyone else allowing eye contact. This circle may also be used to allow
each person to express their feelings and opinions in a safe place where they will not be judged or laughed at.
However this trust needs to be well established before the group members feel completely comfortable about
this.
Using Quiet Games at the end of each session brings the group together in a natural way to allow for reflection
and evaluation of the session and to plan for the next.
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17
Wink Murder� As demonstrated on accompanying DVD
� Materials:Cards with letters 1xM, 1xD and the remaining no. of
cards marked X
� Aims:Encourages careful observation; promoting eye contact
with other individuals, an important factor in social
development.
�Procedure:The children sit in a circle and each child is handed a card.
One card has an ‘M’ for Murderer, one card has a ‘D’ for
detective and all the other cards are marked with an ‘X’. The
cards are dealt out ensuring that nobody sees each other’s cards. Only the
detective will let him/herself be known. The detective can stand up and walk
around the circle trying to identify the murderer. The murderer can ‘kill’
people by winking at them; the victim must then dramatically “die”, for
example, collapsing on the ground. The detective has three guesses to
identify the murderer. The game ends when the murderer has been
identified or the detective runs out of guesses.
� Variations:Murder handshake is a variation where the players are expected to shake
hands, and the murderer kills by using a special handshake, usually
scratching the victim's palm. Many prefer this version of the winking version
because "killing" someone is not as easily noticeable by third parties, and
there's less chance for error (if you blink while looking at someone from the
side, it could be interpreted as a wink even if you are not the actual killer).
Vampire is a variation in which the role of "murderer" is replaced with
"vampire." The vampire kills by subtly baring his/her teeth at a victim, who
takes a few more steps and then dies, perhaps with a theatrical shriek.
A Selection of Games from Around the World
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Chinese Whispers� As demonstrated on accompanying DVD
� Materials:None
� Aims:Develop listening skills; language skills,
develop trust, group participation,
demonstrate how information can
become disrupted or completely
changed through passing on from one
person to another.
�Procedure:Children sit closely together in a circle. A leader is selected who begins a
‘Chinese whisper’, for example, “the grass is very green on the hills.” The
longer the sentence the better! The leader whispers their ‘Chinese whisper’
to their neighbour and then each child ‘Chinese Whispers’ to the next.
The child who is whispering can only do so once and is not allowed to
repeat. If the recipient does not understand them, the recipient must then
continue with what he/she thinks they have heard. When the whisper
reaches the last child in the circle the sentence is said out loud.
The leader then says what the original ‘Chinese whisper’ was. It is fun to
compare what was actually said with what it has ended up as. This is an
excellent game for quieting children down and helping them to relax.
Children get to play with language and they must work as part of a team.
The game has no winner: the entertainment comes from comparing the
original and final messages. Intermediate messages may also be compared;
some messages will be unrecognizable after only a few steps
The name "Chinese whispers" reflects the former stereotype in Europe of the
Chinese language as being incomprehensible. It is little-used in the United
States and may be considered offensive. However, it remains the common
name in Ireland and the United Kingdom and many British-influenced
countries, where it is not generally considered politically incorrect. In
practice the game is also referred to by describing how to play, without
giving it a specific name.
18
Athy Travellers & Stargirls playing
Chinese Whispers
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19
A Selection of Games from Around the World
� Variations:Eat Poop You Cat, a variation involving drawing and writing
Translation relay, a version involving translations into different languages
One variation known as "Operator" allows each listener one chance to
ask his or her neighbour for a repetition, as if assistance from the line
operator were available by calling that magic word.
Chinese Whispers continued
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20
The Name Game
� Materials:None
� Aims:Develop language, memory and a child’s self-
esteem, group interaction, creativity self
validation. Good opening exercise
This is a good ice breaker game to help children
learn each others names, as well as improving
memory and concentration.
�Procedure:The children sit down in a circle. Each child must think of a positive adjective
that starts with the first letter of their name, for example, Jolly Julie, Kind
Katie, Nice Nathalie and so on. Somebody in the group can then be
challenged to remember all the positive adjectives and names of children in
the group.
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21
Who am I?
� Materials:Names of famous people written onto cards, safety pins/
sticky tape
� Aims:Introduction game, ice breaker, memory, creative thinking,
conversational and language development. In this game a
child will develop their ability to think creatively and
quickly! Children can learn about famous people. The child
will also have to think ahead and consider what the best
kinds of questions to ask are. A child’s memory is also tested
as they must remember previous questions and answers in
order to formulate a more accurate guess.
�Procedure:This game is a variation of 20 questions. A famous person’s name is pinned
onto the back of each player.
Each player then take turns asking the group questions, for example, Am I
female? Am I a singer?
The questions must be closed questions i.e. they must only have a “yes” or
“no” answer. A maximum of twenty questions may be asked. If they do
not guess the famous person within the twenty questions they are out.
When a player correctly identifies the famous person they can place the
name on their front.
� Variations:The game may also be played non-verbally using only actions do determine
the name of the famous person.
Add other rules for e.g. not allowed to say certain words, use only
positive attributes, introduce specific questions like, is it a man? Is it a
woman? Are they alive?
A Selection of Games from Around the World
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The Ministers Cat
� Materials:None
� Aims:Helps improve memory, concentration,
fun, language and vocabulary
development through the use of adjectives.
This game helps a child improve their concentration and attention span
without even realizing it! Through recalling information a child’s ability to
memorize is increased. Children are encouraged to be creative with their
language and the games helps them to increase their vocabulary as they try
to come up with the most unusual adjective to describe the Minister’s Cat.
�Procedure:The game follows the letter of the alphabet and adjectives are used to
describe the Minister’s cat.
For example, the minister’s cat is an Acrobatic cat, the minister’s cat is a
Bright cat. The game continues systematically through the alphabet.
� Variations:For older children a time limit can be placed, for example ten seconds to
think of an adjective, or they must recite all the previous adjectives said
before adding their own.
22
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23
A Selection of Games from Around the World
The Fame Game
� Materials:None
� Aims:A good game for transition times and for the beginning or the end of a
group session to bring calm to the group, the game encourages children to
think as quickly as possible, improve concentration.
�Procedure:The Fame game is played sitting in a circle and a leader starts by naming a
famous person, for example Brad Pitt. The first letter of the last name must
then be used to begin the next name; in this case ‘P’ is the first letter of the
last name so Penelope Cruz could be used for the next individual.
The game travels around the circle continuing in the
same direction unless an individual uses a name where
the Christian name and Surname begin with the same
letter, for example, Marilyn Monroe. In this case the
game changes direction.
� Variations:Depending on the age of the group time limits can be
added. People are ‘out’ if they cannot think of a name
within the time limit.
Varieties of this game can be played depending on
age ranges and interests. Children’s names in the
class could be used or characters from a well
known television programme. Children must keep focused
and alert in order to be successful in the game.
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Co-operative games help children to develop their interpersonal skills and help them to work as
part of a team.
Co-operative play is one of the five different kinds of play identified by Mildred Parton in the 1930’s.
Mildred Parton was one of the early researchers in early childhood play. Vygotsky and his student
Daniel Elkonin studied how play stimulates self-regulation skills in children.
Not all children learn in the same way- it is therefore important for childcare workers, youth workers
and teachers to include children in activities in order to extend on their learning and introduce new
concepts. The most enjoyable way for children to learn is through involving them in games,
particularly team games, where they have an opportunity to learn from and teach each other skills
in a pleasant way.
Through co-operative play children learn how to share, make decisions as part of a group, negotiate
and exchange ideas. Cooperative team games encourage children to become physically fit and
develop social skills through turn taking, understanding fair play and accepting differences in skills,
ability and attitudes. The structure and rules associated with team games can help children to settle
into new groups more easily as they are not the specific focus and are seen as part of a team. In
co-operative play children organize themselves into roles with a specific goal in mind. Co-operative
play is one of the most social forms of group play.
24
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25
Tug-of-War� As demonstrated on accompanying DVD
� Materials:Strong rope four to six metres long
� Aims:Develop team work and cooperative skills, strengthen
muscles, strategic thinking, fun.
�Procedure:Two equal sized teams are picked and each team takes a separate end of the
rope. A central marker is made and the team that pulls their rivals over the
central marker is the winner.
The team that wins does so not only out of strength but also through their
ability to cooperate and organise.
The best strategy for sides strength is to organise the team in sequence
with the strongest at the end of the rope creating an anchor moving to
less strong at the front.
? Origins:
The tug of war originated in China and was known as Bahe. In the past, it
was usually held during the Lantern Festival (celebrated on the 15th of the
first month of the Chinese calendar) and between two neighbouring
villages.
Today, the Tug-of-War is popular at sporting and community events
A Selection of Games from Around the World
Athy Travellers
playing Tog of War
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26
Red Rover� As demonstrated on accompanying DVD
� Materials:None
� Aims:Encourages team spirit, strategic thinking,
teamwork,
�Procedure:Two teams made up of a number of players who stand shoulder to shoulder
holding hands to form parallel lines or chains facing each other.
There should be a space of approximately 9-10 metres between the teams.
One team goes first. This team then calls out ‘Red Rover, Red Rover, We
call (name of player on the opposite team) over.’
The player who is called must then try to break through the opposite
team’s chain. If the player fails to break through the chain he must join the
opposite team.
If the runner breaks through the chain he/she can return back to their own
team.
The game continues until one team has no players left.
This game is also known as Bullrush. It is of British origin and was
particularly popular in the 1970’s. It is a variable of British Bulldog and
played in several Commonwealth countries.
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27
1,2,3 Dragon� As demonstrated on accompanying DVD
� Materials:Costume (optional)
� Aims:Teamwork, cooperation, awareness of other team
members, special relations awareness.
�Procedure:Generally six or more players form a line with each player
holding the shoulders of the person in front of them. The
person in the front of the line is the "Head” and the person
at the back of the line is the "Tail."
The tail shouts "1, 2, 3 dragon”.
The ‘head’ then begins to lead the line with the aim of catching the tail.
The players must stay connected to each other and if the dragon breaks,
the dragon dies.
If the head catches the tail play stops and the head goes to the end of the
line. The second person in line now becomes the head. In order for the
head to catch the tail he/she must co-operate with the rest of the team to
ensure that the chain does not break.
This game involves the ‘head’ carefully observing the rest of the dragon to
ensure that the links are not broken. A balance must be created to ensure
that the ‘head’ goes fast enough to catch the ‘tail’ but not so fast as to
break the links.
? Origins: 1, 2, 3 Dragon is a tag game similar to ‘Follow the Leader’. 1, 2, 3 Dragon
originated in China and is played by children usually to celebrate the New
Year.
Dragons are important in China as they represent good luck.
�Variations:Follow the leader; in this game the participants follow the actions of the
leader
A Selection of Games from Around the World
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British Bulldog
� Materials:None
� Aims:
�Procedure:British bulldog is best played in a large area. There is no limit to the number
of players.
Depending on the amount of players one or two ‘bulldogs’ are selected
who stand in the middle of the play area.
All remaining players stand at one end of the play area (known as home
or den).
The aim of the game is for players to run from one end of the play area to
the other without being tagged by a ’bulldog’. If a player is tagged they
then become a ‘bulldog’.
The game is usually begun by the ‘bulldogs’ calling out ‘British Bulldog
1,2,3.’
The ‘bulldog’ can call a particular player to run.
Once a player reaches the other end of the playing area they cannot be
caught.
Once a player leaves the den they cannot return but must either be
caught or make it safely to the opposite den. The winner is the last player
to become a bulldog.
? Origins: British bulldog is a variant of tag that is associated with Commonwealth
countries such as England and Australia. The game has been compared to
a rugby scrum as the ‘bulldogs’ try to tag and tackle other players which
may be the reason why it is popular in countries where rugby is common.
28
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29
A Selection of Games from Around the World
British Bulldog� Variations:
Finding the way: “Menya Kwan Mansen”
Can be played indoor or outdoors,
A number of children join their hands together to form a circle. One player
will be inside the circle. The idea is for him/her to try to break through and
escape. He/she goes round and asks “Which way is this”? The others
respond… mentioning the names of the towns and villages around. This
player then leads in a song.
“Menya Kwan Masen” and the others respond “oowa”. “Mennya Kwan
Mensen” “oowa” Meaning “I want a way out, but I cannot find the way".
As he/she moves round inside the circle still leading in the song, he/she
will be finding the line of least resistance by taping the joined hands.
Having determined this, when he/she reaches this point he sings aloud and
taps hard and breaks loose and runs away. One of the two children who
let him escape goes inside the ring and another game starts.
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Blindfold Horse Race
� Materials:Blindfold, obstacle course, jump ropes.
� Aims:Building trust and focus between team members, verbal skills receiving
instructions, sensory awareness.
�Procedure:Children are broken up into pairs. One of the pair has to wear a blindfold
covering their eyes. The blindfolded person gets down on the ground like a
horse.
The non-blind folded child becomes the ‘rider’ and sits on the "horse."
The "rider" has to direct the "horse" around the obstacle course without
talking. The rider does this by gently tapping on the "horse's" ears. If the
horse runs into something it has to stop and whinny before starting again.
The object is to finish the obstacle course in the shortest time possible.
Simple obstacle courses can be made by sticking masking tape on the
ground for the ‘horse’ to follow.
This game can be varied so that the
‘horse’ is given verbal instructions from a
team-mate standing at one end of the
course.
? Origins: This game comes from Nigeria.
� Variations:
Obstacle course racing where the
participants have to race over a course of
obstacles.
30
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Active games promote gross motor development through
running and walking and other fast movements. Most
active games involve following instructions which
improves a child’s listening skills and helps children to
follow rules.
Active games often require turn taking which promotes
a child’s understanding of equality and fairness as well as
improving their ability to wait and improving patience,
thus creating a calmer atmosphere.
Active games help to improve children’s gross motor skills
which include locomotor skills, whole body movement,
including walking, running and jumping and non-
locomotor skills and anchored movement such as
bending, twisting and upper body movement.
Active physical games can help children to control their
impulses through following rules, taking turns and
working together as part of a team, this is very necessary
for success in school, sport and social relationships.
It has been recently suggested that playing outdoors in
the sunshine stimulates the pineal gland, the part of the
brain that regulates the “biological clock”, is vital to the
immune system and makes us feel happier. Playing active
physical games outdoors is a great opportunity to involve
children in a healthy pastime. Involving children and
young people in games and sports and making it an
enjoyable experience, makes it less likely for them to join
in anti social activities.
Helping children and young people to become involved
in physical activity may help them to avoid health
problems later in life as skills learned and enjoyed in
childhood build on foundations for enjoyment in sport
throughout life. Playing active and physical games is a
way of making exercise an enjoyable and social event.
Physical play does not tend to be as well documented
as other forms of play by psychologists; however it is
vitally important for developing gross motor skills to
increase strength and growth. (Moyles, 2002)
31
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Traffic Lights� As demonstrated on accompanying DVD
� Materials:Chart with traffic lights indicating the action for the
colour of the lights.
� Aims:Physical activity, improving the mood of a group,
develop listening skills and the ability to link
commands to actions
�Procedure:This is a good icebreaker game as it is easy to learn and suitable for groups
of five or more.
A leader is selected who will call out instructions to the rest of the group.
‘Red’ means all players freeze and cannot move.
‘Amber’ means all players walk and
‘Green’ means all players run.
To make the game more challenging ‘stop’ and ‘go’ can also be added.
‘Stop’ means stop what you are doing and freeze.
‘Go’ means continue what you are doing. For example, if everybody is
walking and the leader calls out ‘go’ everybody continues walking.
The game can be made competitive by eliminating whoever makes a
mistake.
� Variations:
Fruit Bowl where the participants are all seated in a circle, each person is
assigned the name of one of three fruits, apple banana or pear. One person
standing in the centre of the circle, without a seat, calls a particular name of
fruit for example “apples”. Everyone assigned that fruit has to change chairs
as quickly as possible; the person in the centre tries to get one of the seats
vacated by the “apples” leaving someone without a seat who then calls the
name of another of the three fruits or they may shout "fruit bowl" and
everyone must change seats.
Chose a different code for the actions for example names of animals.
This game is physically active and is an excellent warm up. It helps in the
formation of groups as everyone is running around and making mistakes in
a relaxed atmosphere.
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33
A Selection of Games from Around the World
Duck, Duck, Goose� As demonstrated on accompanying DVD
� Materials:Bean bag.
� Aims:Improve listening skills; assist in the ability to
follow instructions.
�Procedure:Children sit in a circle. A player is chosen to be ‘it’. The
player who is ‘it’ steps outside the circle and walks
around tapping the heads of the other players sitting
down in the circle.
As he/she taps each head they say ‘duck, duck, duck’. When ‘it’ choose to
tap a player’s head and say ‘goose’, the ‘goose’ must then try and catch ‘it’.
If ‘the person who is ‘it’ successfully reaches the ‘gooses’ place before
he/she is caught the ‘goose’ then becomes ‘it’ and the game begins again.
If the ‘goose’ catches ‘it’ before he reaches the ‘gooses’ place then ‘it’ is on
again.
� Variations:A variation of this game is played in Ghana in Africa. Again children sit in a
circle but instead of saying ‘duck, duck, goose,’ the group is silent and the
player who is ‘it’ carries an object such as a beanbag with them. The player
quietly places the beanbag behind one of the children in the circle. Once
the child realises that the beanbag is behind them they must pick it up and
run after ‘it and try and catch him/her before they reach the empty place.
The children must remain focused and concentrate so that they can listen
very carefully for the beanbag being dropped and for the movement of
the child who is ‘it’.
The game is called Antoakyire which roughly translates to ‘It is not behind
you’.
Apart from the physical benefit the youth derive from these games, the
youth develop their body coordination and intuitive faculties for adult life.
"Antoakyire” on the other hand teaches the child to have endurance, be
watchful and a bit skeptical in life as all that glitters is not gold.
Athy Travellers & Sta`rgirls
playing Duck, Duck, Goose
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Stuck in the Mud� As demonstrated on accompanying DVD
� Materials:None
� Aims:Physically active game, good for releasing frustration and tension in a group,
developing motor skills and building up muscle tone due to its active nature.
�Procedure:This game is a variation of tag. For best results a minimum of five people
should play, the larger the group the more enjoyable the game can be.
One or more players, depending on the size of the group, are selected to
be ‘on’. He/she must try and catch the other children by tapping them.
When a child is caught they must stand still with their arms out like an
airplane and their feet apart, thus creating the impression that they are
stuck in the mud. A ‘caught’ child can be freed by another player if they
crawl through their legs.
When those who are ‘on’ catch all the other players the game is finished.
To begin again usually the first person who is caught is then ‘on’ for the
next game.
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35
Stuck in the Mud
� Variations:A game from Argentina called Stop there!
� Materials:Football, preferably soft.
� Aims:Physically active game, good for releasing frustration and tension in a
group, developing motor skills and building up muscle tone due to its
active nature.
�Procedure:Needs a minimum of 3 players. Initially, one player takes a ball. In that
moment the rest start running away from the one who has the ball.
When the one who has the ball says: "Stop there, John" (he has to name
one of the participants). The one named has to look for the ball, and
once he has the ball he says “stop there " and everybody has to stop.
The one who has the ball can give three steps to get nearer, to his
closest partner, and throw him/ her the ball.
1. If he touches the person with the ball, that person has a spot, and he
is now the one who has to say “stop there" and name one person.
2. If he doesn't touch the person with the ball, that person is "clean"
(doesn’t have a spot), and the one who threw the ball is called "spot".
He has to throw the ball again and say "Stop there" naming someone.
3. That who gets 3 spots has to do something required by the group
which called "prenda" (kind of punishment), it consists of doing
something funny or embarrassing, it's not a physical punishment!
4. If he doesn't want to do it, he is punished with 2 more "prendas", if he
still doesn’t the game starts again and all players are "clean".
5. If he does what the group requires, the game goes on.
6. The game does not have a time limit, it finishes when most of the
players decide it.
A Selection of Games from Around the World
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� Materials:“Shuttlecock”, Net
� Aims:Assists in the building of fine motor skills,
working in a team as well as building fitness
and muscle tone.
�Procedure:A net must be set up between two teams. Teams usually consist of three
people on each side. The play area is usually approximately 12 meters in
length and 6 meters in width, however this can be varied to suit the area
available.
A team who wins two out of three games wins the set. Traditionally the
first team to win 15 sets wins the match, however this may be too long for
younger children.
� Variations:
This game is played in Ireland and other countries with a racket.
? Origins: Hand shuttlecock originated in China where it is called Shoujian or Jianqiu.
This game developed from people working in the paddy fields planting
rice. The shuttlecock was traditionally made of corn peel in a square shape
with three chicken feathers to give it flight and direction.
36
Badmintonwithout Racket(Shoujian and Jianqiu)
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37
No laughing, No Talking, No Showing Your Teeth.
� As demonstrated on accompanying DVD
� Materials:None
� Aims:Helps improve balance and co-ordination, observation skills as the players
must watch ‘it’ carefully before they can move.
�Procedure:A player is selected to be ‘it’. They go to the far end of the play area and
stand facing the other players.
The other players stand at the opposite end of the play area in a straight line
shoulder to shoulder facing the player that is ‘it’.
When the player that is ‘it’ turns his/her back towards the other players. While
she/he is saying “No laughing no talking no showing your teeth” they try
to run up and catch the person who is ‘it’. When the person who is ‘it’ turns
around to face the group all players must freeze immediately.
If the player who is ‘it’ sees another player; moving, laughing, talking,
showing their teeth, they must go back to the start.
‘It’ can try and make people laugh or move by pulling funny faces and many
other creative tactics. However ‘it’ cannot touch the other players.
The first player to reach ‘it’ is the winner.
�Variations:This game is a variation of Musical Statues
A Selection of Games from Around the World
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Kameshi Ne Mpuka
� Materials:None
� Aims:Encourages active movement assists in improving balance and gross motor
skills.
�Procedure:Four rows of players all stand parallel to each other. The four rows are
standing shoulder to shoulder and holding hands. Each row should face
towards the centre.
Players are chosen to be ‘rat’ and ‘cat’. The cat's job is to chase the rat and
catch it by tagging it. The rat must run and dodge up and down the rows
trying to avoid the cat.
The ‘cat’ will call out ‘mpuke ekali!’ which roughly translated means ‘let the
rat stop’. At this call the children holding hands will turn and join hands
with the row which was beside them, switching the rows directions from
vertical to horizontal. At this turn in the rows, the rat must still be able to
adjust quickly and escape the cat. If the ‘cat’ catches the ‘rat’ the game is
finished and a new ‘cat’ and ‘rat’ can be chosen.
All players must listen for the instruction of ‘mpuke ekali’ and be ready to
change simultaneously. Organisation is needed to begin the game and
divide children into groups as well as deciding who will be the cat and
mouse.
38
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39
Kameshi Ne Mpuka
� Variations:Lithuanian game, Untitled cat and mouse game
� Materials:Scarf
“Once the cat was sitting on the stove,
and he had taken a mouse in his mouth.
Beat the cat to the hunch
and don't look at which.”
�Procedure:The first two lines of the above rhyme are sung slowly and the others
faster and repeated.
All children, except one, make a circle. This one is walking around them
and he must have a scarf on in a knot. He gives the scarf to the child he
wants (remember that the walking child can not stop, he must walk
further).
Then all sing
"Beat cat to the hunch and don't look at which".
The child who has the scarf must win against the child who is standing
on the right. The child who is winning is running around and he is safe
when he finds place to stand. It can be repeated many times.
A Selection of Games from Around the World
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Skill games are ideal for developing concentration as well as co-ordination of the entire body. Both
gross and fine motor skills are improved as well as providing opportunities for children to become
more intrinsically motivated in trying to achieve the skill for themselves as they work more as an
individual than in team or co-operative games
Intrinsic motivation contains the following factors; enjoyment, control, interest, a probability of
success and a feeling of competence and self confidence when skills are achieved. Most skill games
focus on balance, hand to eye co-ordination and whole body co-ordination.
Skill games can take longer than other games to improve upon but due to a child’s persistence they
can observe their skills grow as they play. This improves a child’s ability to dedicate time to
something in order to see results.
Through skill games children learn to understand information from their senses and their body
movements which assist in learning to use their body for writing, drawing, using scissors etc. these
skills in turn contribute towards children’s overall learning in maths, reading, language and most
manual skills. The building of fine motor skills in children will enable them to perform a variety of
important functional tasks.
As these skill games assist in the development of fine motor skills they are the most enjoyable way
for children to ensure proper development and practice of their fine motor movements and
promote the most functional use of a child’s hands
The individual aspect of skill games can assist children who may otherwise be isolated from team
games to become involved.
40
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41
Cup and Ball� As demonstrated on accompanying DVD
� Materials:Disposable plastic cups, scissors, string and tin foil
� Aims:Helps to improve hand eye coordination. Number
skills are learnt as children keep count of their
successes. Children observe each other which builds
up social relationships. Fine motor skills are improved
during the building of the cup and ball such as
threading, piercing holes (best done under adult supervision),
tying knots and scrunching tinfoil.
�Procedure:This is a skill game where a ball is attached to the bottom of a cup using a
string. The objective is to catch the ball in the cup.
To make your own cup and ball all you need is a disposable plastic cup,
some string, scissors and tin-foil. Using the scissors make a small hole in
the bottom of the cup. Thread the string through the hole and tie a knot
on the inside of the cup. Place the other end of the string in the centre of
a square of tinfoil and scrunch the tin-foil into a ball on the string. This will
ensure that the ball and string stay connected. The aim is to swing the ball
successfully into the cup.
? Origins:The game is thought to have originated in Greece but was also widespread
in Mexico. The cup and ball were created in a very ornate way using
hollowed out pieces of wood which can be carefully decorated. These highly
ornate pieces were often sold to tourists to make money.
A Selection of Games from Around the World
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Klassy� As demonstrated on accompanying DVD
� Materials:Chalk
� Aims:This game is beneficial in many ways to the
child. It teaches number sequence, full body
coordination, fine motor coordination and
balance. When drawing out the table children
are practicing writing letters and numbers as
well as creating spatial awareness as if the
sections are too large or too small the game
becomes much more difficult to play.
�Procedure:The grid can be drawn using chalk on a suitable surface such as concrete or
tarmacadam.
42
1
2
3 4
5
6
niebo
piekto
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43
A Selection of Games from Around the World
�Procedure:The participant starts by throwing a pebble into section 1. Then he/she must
hop on one foot over the section the pebble is in, pick up the pebble and
continue through the sections without touching any lines and always
hopping on one foot.
If the players touches a line with their foot, fails to throw the pebble into the
correct section or is unable to pick up the pebble they are out and the next
person has a turn. However if they complete the round successfully they are
free to move onto the next section. The first player to successfully complete
all sections is the winner.
If a player throws the pebble into niebo (heaven) they receive an extra turn.
However if a player throws the pebble into pieklo (hell) they miss their turn.
? Origins: Klasy is a version of hopscotch which originated in Poland. Klasy roughly
translated means ‘sections’ or ‘classes’.
� Variations:CHLOPEK
The shape of the figure resembles a body, so the name is
chlopek - in literal translation it means farmer boy.
The participant jumps on one leg through the blocks "1",
"2", "3", then she/he may rest by putting her/his both legs
on the pavement - the left on number "4" and the right on
"5" , then jumps on "6" and "7" + "8" with both legs, then
she/he flips the legs turning 180 degrees and repeats it
again.
There are some variations of these two games - the
participant can jump in more difficult versions with only left
leg or with the crossed legs.
1
2
4 5
3
8
6
7
Klassy
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Blind Man’s Buff
� Materials:Blind fold
� Aims:Encourages sensory awareness,
listening intently to try and determine
the whereabouts of the other players,
increased awareness of body
movements.
�Procedure:Blind man’s buff should be played in a large area. One player is selected to
be ‘it’ and is then blindfolded. The blindfolded player is often spun around
and must count to ten before he/she can go searching for the other players.
Players may hide or try to trick the blindfolded player to change direction.
A player is caught if ‘it’ tags them. The tagged player then becomes ‘it’. In
some variations ‘it’ must identify the person he/she has caught, only if the
person is correctly identified do they become the next ‘it’.
This game encourages children to be aware of their senses as sight has
been taken away, they must listen intently to try and determine the
whereabouts of the other players. The children who are not ‘it’ must
remain as silent as possible thus improving a child’s ability to focus as well
as increased awareness of body movements.
? Origins: Blind man’s buff originated in England and was played as far back as
Henry VIII’s time.
� Variations:
Similar to “Charlie”
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45
Zoska� Materials:
None
� Aims:Develops fine and gross motor skills, balance, muscle tone, hand eye
coordination and spatial reasoning. Eye contact with other players helps
develop and improve social relationships
�Procedure:This game can be played with a beanbag, piece of cloth or a ball.
Each player draws a circle around themselves or you could use a hula-hoop.
The players pass the ‘Zoska’ to each other using any part of their body except
their hands.
A player is out if the ‘Zoska’ falls inside your circle, if a player steps outside
of their circle or if a player passes the ‘Zoska’ and it does not reach the other
player.
? Origins: Zoska is a game of Polish origin. It is an abbreviation of the name Sophie in
Polish which is Zofia.
Traditionally a small sack full of barley or sand
was used. This object is called the ‘Zoska’.
� Variations:Dodge ball
� Materials:A number of soft balls
�Procedure:
It is often played by schoolchildren on a
playground or in a gym. There are many variations of the game, but each
involves players trying to avoid being hit by a ball that players on the other
team are throwing at them.
? Origins: Originated in America in 1901
A Selection of Games from Around the World
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Skipping Ropes
� Materials:Long Rope
� Aims:Develops gross motor skills, Body coordination,
locomotor movement in time with the steady
regular beat of the rope hitting the ground, if a
song or rhyme is used helps develop verbal and
singing skills.
�Procedure:It is a fun sport for both children and adults. With simply a rope, people have
invented many ways to play and to compete.
The most common way is to skip once in a round. The speed can be
widely varied. The average speed in China is said to be 120 - 130 jumps/
minute.
A skilled skipper can turn the rope many times in quick succession while
keeping his or her feet off the ground in a single jump. If you use a very
long rope then two people can turn it and a whole group of people can
jump in.
Skipping rope is a very healthy past time. It is a skill that can be worked
on individually and also in a group making it quite versatile. There are
many different rhymes which can be incorporated into skipping which
helps improve a child’s language and explore the singing voice.
? Origins: Skipping ropes known as Tiaosheng has a long history in China.
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(Tiaosheng)
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Some Skipping Rhymes
1. A my name is ALICE, my husband's name is AL, we live in ALABAMA
and we bring back APPLES.
B my name is BETTY, my husband's name is BEN, we live in
BERMUDA and we bring back BUGS.
C my name is CAROL, my husband's name is CARL, we live in
COLORADO and we bring back CRABS.
It just goes on like that through the alphabet.
2. I had a little puppy
His name was Tiny Tim
I put him in the bathtub, to see if he could swim
He drank all the water, he ate a bar of soap
The next thing you know he had a bubble in his throat.
In came the doctor, (person jumps in)
In came the nurse, (person jumps in)
In came the lady with the alligator purse (person jumps in)
Out went the doctor (person jumps out)
Out went the nurse (person jumps out)
Out went the lady with the alligator purse (person jumps out)
A Selection of Games from Around the World
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48
Stargirls& Athy
Travellers
Get involved
fUn
and have some
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Handball
� Materials:None
� Aims:This game helps to improve hand eye coordination,
fitness, flexibility and balance. Players must constantly
observe each other in order to work well with team
mates and help to succeed against opponents.
�Procedure:A hard or soft ball can be used depending on whether the game will be
played indoors or outdoors.
Handball can be played with either two or four players (singles or
doubles). The ball varies in size but is approximately 2 inches in diameter.
The game is played like squash but without a racket, players use their hand
or fist to hit the ball against a wall in the hope that their opponent will not
be able to keep the ball in play.
Points can only go to the person that served the ball.
The object of the game is to win each rally (exchange of shots). A player
receives a point each time their opponent fails to keep the ball in play. The
player who reaches twenty one points is the winner of the game, and the
first player to win two games is the winner of the match.
? Origins: Handball is unique to Irish Gaelic games, although it is popular in the United
States, Canada, Australia, Mexico, Spain and other parts of Europe.
� Variations:Squash is an indoor racquet sport that was formerly called "Squash
racquets," formally known as “Racquets” The game is played by two players
(or four players for doubles) with 'standard' rackets in a four-walled court
with a small, hollow rubber ball.
A Selection of Games from Around the World
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Hurling� Materials:
A small ball (sliotar) and a curved wooden stick
made of Ash (hurl).
� Aims:Develops hand eye coordination, gross motor skills,
fine motor skills, cooperation between team members,
�Procedure:To play you will need a hurl, a sliotar and a large playing area.
Each team consists of fifteen players, lining out as follows: 1
goalkeeper, three full-backs, three half-backs, two midfielders, three
half-forwards and three full forwards.
You may strike the ball on the ground or in the air. You may pick up the
ball with your hurl and carry it for not more than four steps in the hand.
After those steps you may bounce the ball on the hurl and back to the
hand, but you are forbidden to catch the ball more than twice. To get
around this, one of the skills is running with the ball balanced on the hurl.
To score, you hit the ball over the crossbar with the hurl for a point or
under the crossbar and into the net for a goal, the latter being the
equivalent of three points.
? Origins: Hurling is Europe’s oldest field game. It was introduced to Ireland by the
Celts and has been played since 1272BC. The game of hurling was originally
played to prepare Irish Warriors for battle. Hurling is now considered the
fastest field game in the world.
The story of Setanta who became known as Cuchulainn, the famous Irish
warrior, tells of him, at aged 5 years, using his, hurl of bronze and sliotar
of silver to shorten the long journey to his uncles house by hitting the
sliotar as far as he could and throwing the hurl after it and running to
catch them before they landed. It is also told that he used his sliotar and
hurl to kill Cullain’s dog which earned him the name Cuchulainn (The
hound of Cullain).
� Variations:A very similar game is played by girls called Camogie. A very similar game
is played in Scotland called Shinty.
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Jeu de Boules
� Materials:Set of boules balls
� Aims:Improves spatial development through aiming before throwing the boule,
fine motor skills and hand eye coordination. As it can be a team game
players must work together and think ahead to try and be successful. This
game will also help improve a player’s concentration and focus.
�Procedure:Ideally boules should be played on a gravel or tarmac surface, however grass
is also acceptable. Usually eight metal balls (boules) are used as well as a
small rubber ball cochenret (Jack).
Two players or teams of up to four players each can play at one time.
The object is to throw boules (balls) as close as you can to the cochenret
(jack) which is thrown at the very beginning of the game. The players have
three chances to get as close to the jack as possible.
When the boules are thrown your feet must stay behind a marked line.
? Origins: The game Jeu de Boules was derived
from the popular French game Jeu
ProvenÇal which originated in France in
1907.
� Variations:Similar games are played throughout the
world and called lawn bowling in England
and bocce in Italy.
A Selection of Games from Around the World
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References
Don Campbell, 2001, The Mozart Effect: Tapping the Power of Music to
Heal the Body, Strengthen the Mind and Unlock the Creative Spirit,
2nd edition.
http://en.wikipedia.org/wiki/Simonsays - Simon Says
http://www.travelchinaguide.com/intro/focus/sport-land.htm - Tug of War
http:www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Games/Dragon.htm -
1,2,3 Dragon
http://en.wikipedia.org/wiki/British Bulldogs %28game%29 - British Bulldog
http://www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Games/blindfold.htm
- Blind fold horse race
http://www.travelchinaguide.com/intro/focus/sport-land.htm - Badminton
without racket & Skipping rope
http://www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Games/kameshi.htm -
Kameshi Ne Mpuka
http://www.culture.polishsite.us/articles/art267fr.htm - Klasy & Zoska
http://en.wikipedia.org/wiki/Blind_Man%27s_Bluff_%28game%29 - Blind man’s
buff
http://www.gaa.ie/page/all_about_handball.html - Handball
http://www.gaa.ie//page/hurling.html - Hurling
http://www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Games/Jeuboul.htm -
Jeu de Boules
IPPA, The Early childhood Organisation, Child’s Play? An Exploration
into the quality of Childcare Processes
IPPA, the Early Childhood Organisation, Power of Play, A Play Curriculum in
Action.
Moyles, J.R., 2002, Just Playing, The Role and Status on Play in Early
Childhood Education, Open University Press.
Moyles, J.R., 2003, The Excellence of Play Open University Press.
Ready, Steady Play! A National Play Policy, March 2004
52
Recommended Reading
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DVD
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