The Sharing Opportunities, Taking Turns, and Counting Together: Educators’ Perspectives on Social Participation in Congklak Play
DOI:
https://doi.org/10.24256/tunascendekia.v10i1.12947Keywords:
Masnur, social interaction, sharing, turn-taking, teacher mediationAbstract
Congklak combines access to play, interpretation of rules, and cooperative engagement, but these social processes need to be disentangled from presumed developmental benefits. This study analyzes how educators characterize sharing, turn-taking and teamwork at TK Islam Datok Sulaiman Putri Palopo, Indonesia. The qualitative case study design is based on interview-response papers of three instructors and one principal, two short incident reports and one reflective entry. Thematic reflexive analysis of 36 teacher responses and four principal responses includes coding, comparison of narratives among informants, and consideration of the contribution and limits of the incident recordings. Four themes were developed: access structured by materials, pairing, and schedules; turns conceptualized through game cues and explicit participation rights; cooperation characterized by sharing rule understanding and counting together; and mediation adapted to disputes, difficulties, and children’s circumstances. Inconsistencies in teacher accounts, scheduled supervision, selected intervention and needs-based support emerged. The incident reports did confirm that there were conflicts regarding seeds and first turns but they included little insight on children's following responses. The study analytically separates opportunities given, rules understood, and reported cooperative coordination. Teacher mediation is suggested to be a significant condition in educators’ experiences of participation, rather than a confirmed source of developmental change. Sustained participation and independent issue resolution need to be examined using sequential observation and children’s viewpoints.
References
teachers for developing children’s prosocial behaviour. Journal of Education Culture and Society, 16(1), 57–75. https://doi.org/10.15503/jecs2025.2.57.75
Asmila, Pajarianto, H., & Sari, H. (2026). Orchestrating digital technology and child-centered pedagogy: Management strategies for mindful, meaningful, and joyful learning in early childhood education. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran, 12(2), 948–959. https://doi.org/10.33394/jk.v12i2.20679
Aulia, D., & Sudaryanti. (2023). Peran permainan tradisional dalam meningkatkan sosial emosional anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(4), 4565–4574. https://doi.org/10.31004/obsesi.v7i4.4056
Baker, S. T., Le Courtois, S., & Eberhart, J. (2023). Making space for children’s agency with playful learning. International Journal of Early Years Education, 31(2), 372–384. https://doi.org/10.1080/09669760.2021.1997726
Braun, V., & Clarke, V. (2021a). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47. https://doi.org/10.1002/capr.12360
Braun, V., & Clarke, V. (2021b). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
Braun, V., & Clarke, V. (2021c). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative Research in Sport, Exercise and Health, 13(2), 201–216. https://doi.org/10.1080/2159676X.2019.1704846
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y
Eriani, E., Pratiwi, N., Mastuinda, & Siswanto, I. (2025). Fostering deep learning in early childhood education through traditional games: Joyful, meaningful, and mindful learning. JOYCED: Journal of Early Childhood Education, 5(2), 160–173. https://doi.org/10.14421/joyced.2025.52-01
Eriksson, M., Kenward, B., Poom, L., & Stenberg, G. (2021). The behavioral effects of cooperative and competitive board games in preschoolers. Scandinavian Journal of Psychology, 62(3), 355–364. https://doi.org/10.1111/sjop.12708
Grueneisen, S., & Warneken, F. (2022). The development of prosocial behavior—from sympathy to strategy. Current Opinion in Psychology, 43, 323–328. https://doi.org/10.1016/j.copsyc.2021.08.005
He, S., & Chen, S. (2024). The characteristics of preschool children’s collaborative problem solving: A discourse analysis in project-based learning. Frontiers of Education in China, 19(2), 152–173. https://doi.org/10.3868/s110-010-024-0009-8
Katerkamp, A., & Horn, L. (2025). Preschoolers’ prosocial behavior in groups—Testing effects of dominance, popularity, and friendship. Frontiers in Psychology, 16, Article 1478493. https://doi.org/10.3389/fpsyg.2025.1478493
Kurnia, F. D., Ali, M., & Lukmanulhakim. (2023). Pengaruh permainan tradisional congklak terhadap perkembangan sosial emosional anak usia 5–6 tahun di TK Pontianak. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 12(2), 579–586. https://doi.org/10.26418/jppk.v12i2.62900
Masoumi, D., Bourbour, M., & Lindqvist, G. (2024). Mapping children’s actions in the scaffolding process using interactive whiteboard. Early Childhood Education Journal, 52, 1209–1220. https://doi.org/10.1007/s10643-023-01510-x
Myrtil, M. J., Lin, T.-J., Chen, J., Purtell, K. M., Justice, L., Logan, J., & Hamilton, A. (2021). Pros and (con)flict: Using head-mounted cameras to identify teachers’ roles in intervening in conflict among preschool children. Early Childhood Research Quarterly, 55, 230–241. https://doi.org/10.1016/j.ecresq.2020.11.011
Nurjani, Y. Y., & Sopianti, S. (2022). Pengaruh permainan congklak terhadap kemampuan sosial emosional anak usia dini (5–6 tahun) di PAUD Al Falah. Jurnal Pendidikan Islam Anak Usia Dini (Anaking), 1(2), 17–24. https://doi.org/10.37968/anaking.v1i2.296
Oen, M., Ødegaard, E. E., & Sadownik, A. R. (2026). Early childhood educators’ doings to facilitate children’s participation in play: A scoping review and thematic analysis of research literature. International Journal of Early Childhood. Advance online publication. https://doi.org/10.1007/s13158-026-00528-7
Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school—A framework for policy and practice. Frontiers in Education, 7, Article 751801. https://doi.org/10.3389/feduc.2022.751801
Paz, Y., Davidov, M., Orlitsky, T., Hayut, M., Roth-Hanania, R., & Zahn-Waxler, C. (2023). Prosocial behavior in toddlerhood and early childhood: Consistency across subtypes and over time. Frontiers in Psychology, 14, Article 950160. https://doi.org/10.3389/fpsyg.2023.950160
Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C., & Ramchandani, P. G. (2022). Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis. Child Development, 93(4), 1162–1180. https://doi.org/10.1111/cdev.13730
Smits-van der Nat, M., van der Wilt, F., Meeter, M., & van der Veen, C. (2024). The value of pretend play for social competence in early childhood: A meta-analysis. Educational Psychology Review, 36, Article 46. https://doi.org/10.1007/s10648-024-09884-z
Sugiyanti, Buchori, A., & Sulianto, J. (2023). Analisis perkembangan sosial emosional anak usia dini pada permainan tradisional congklak di kelompok B TK Al Ikhlas 01 Sambong Batang. Media Penelitian Pendidikan: Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran, 17(2), 266–276. https://doi.org/10.26877/mpp.v17i2.15181
Tan, E., & G, K. (2024). Building prosocial behaviours: Examining the possibilities of social stories in early childhood classroom settings. Journal of Early Childhood Research, 22(3), 458–470. https://doi.org/10.1177/1476718X241227044
Toppe, T., Hardecker, S., Zerres, F., & Haun, D. B. M. (2021). The influence of cooperation and competition on preschoolers’ prosociality toward in-group and out-group members. Royal Society Open Science, 8(5), Article 202171. https://doi.org/10.1098/rsos.202171
Trisnadewi, B. A. P., Kumalasari, E., & Tobing, E. R. (2024). Meningkatkan aspek-aspek perkembangan anak usia dini melalui permainan congklak: Studi literatur. Jurnal Jendela Pendidikan, 4(1), 48–57. https://doi.org/10.57008/jjp.v4i01.688
Türkmen, S., Türkmen, Ş., Soysal, S., & Soysal, Y. (2026). Children’s perspectives on non-sharing during play: Meaning-making and solution strategies of five-year-olds in preschool classrooms. Early Childhood Education Journal, 54, 6081–6098. https://doi.org/10.1007/s10643-026-02285-7
Widjayatri, R. D., Hasanah, I., Syairahma, D., Nugraha, A., Islamiyah, S. A., & Sadin, I. (2023). A systematic review of play activities to optimize children’s social-emotional development. Aṭfālunā: Journal of Islamic Early Childhood Education, 6(1), 50–60. https://doi.org/10.32505/atfaluna.v6i1.5906
Wutich, A., Beresford, M., & Bernard, H. R. (2024). Sample sizes for 10 types of qualitative data analysis: An integrative review, empirical guidance, and next steps. International Journal of Qualitative Methods, 23, Article 16094069241296206. https://doi.org/10.1177/16094069241296206
Zhang, Q., Ruan, J., & Xiong, D. (2025). Differential effects of exposure to cooperative versus competitive games on sharing behavior in young children. Frontiers in Psychiatry, 16, Article 1545932. https://doi.org/10.3389/fpsyt.2025.1545932
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Nurcahya, Nurpaisa, Duriani, Masnur
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Please find the rights and licenses in Tunas Cedekia. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
Tunas Cedekia's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Tunas Cedekia permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Tunas Cedekia on distributing works in the journal and other media of publications.
4. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. Tunas Cedekia will not be held liable for anything that may arise due to the author(s) internal dispute. Tunas Cedekia will only communicate with the corresponding author.
5. Miscellaneous
Tunas Cedekia will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. Tunas Cedekia's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.
Â
Every accepted manuscript should be accompanied by "Copyright Transfer Agreement" prior to the article publication.
Tunas Cendekia: Jurnal Pendidikan Islam Anak Usia Dini is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0)
