Phugdi, Langdi and Kirgi
A miniature slide in front of the house, a tricycle, and a small bicycle with stoppers springs joy in the children of the house opposite mine. How different was our childhood from that of these children? Reminiscing ……schools began very early in the morning in Mumbai and we were let off by afternoon. Afternoons were siesta time for the family and the children either waited for the elders to nap, so as to sneak out to the balcony and play indoor games or dress themselves in khirgis (tailored sarees) and play with the kitchen set. The kitchen set had a miniature of all that one had to date in the kitchen and a clay box took care of all the ingredients required for cooking. 3pm was homework time and study time at home and then evenings 5pm unto 7 pm was either a walk to the park to play with all the children twice a week, or beach visits to create sand castles and collect shells. Friends were made with ease and team play was important as the mothers had no time to listen to complaints. Complaints would imply a week of being grounded and that was the least preferred. Late evenings was for reading and watching TV was a luxury reserved for the weekends.
Looking at the little ones take pleasure in riding the bicycle and the tricycle and slide down the plastic slide; the only outdoor game that these modern day kids get to play; I start listing the games we played as children.
Phugadi that we sisters pIayed, standing opposite each other, with our tiny feet touching one another, we would cross our hands and hold each other tightly, balancing backwards and whirl around. A simple game that taught us concentration, trust and what I would say a great cardio exercise for children.
Langdi, called hopscotch in English could be played on the terrace or even the balcony. No rules, no investment from parents in the game, ‘langdi’ gave the body the control it needed and hopping on one foot, there was competition, yet balance of the body.
Goti or the game of marbles was another great game played as children. Collecting different coloured marbles became a hobby and mastering the technique of hitting a few marbles as target required concentration. Working dexterously with the fingers, aiming at the other marbles within the circle and hitting the marbles as target; built concentration, team work and focus.
Lagori called Seven stones in English was one amongst the team games played. Forming teams of children with the same mindset, same competitive spirit and selecting the ones you trusted, made the game easier to play. Knocking down the pile of seven stones with a rubber ball from a distance of 15 to 20ft was the game and this game built stamina, increased alertness and also built on coordination and concentration in us.
Kho-kho, kabaddi, lazim, yoga and the like were promoted at schools and homes had parents investing nothing on games but ensuring play time was provided for children.
Parks were common places for kids play and one learnt to wait in a queue for his turn to use the slide or swing or play on the merry go round. All of it required patience and tolerance and one learnt to develop it early in life. Trust, camaraderie, networking, friendship, responsibility coupled with discipline and concentration and focus were skills that were built in children by indulging in traditional games.
How can Schools and Colleges promote these indigenous games, popularly called KHEL in modern times?
- Environmentally friendly ecosystem: Instead of using electronic gadgets all the time and computer games played during ICT time, schools can introduce some of the indigenous games and align to Reduce, Recycle and Reuse apart from building creativity in children and camaraderie.
- Facilitate learning: Mythology and stories from mythology have always been a part of storytelling in schools at an early stage of learning. Festivals and seasons and the Epics of the Mahabharata and the Ramayana are also connected with these indigenous games. This builds the socio-cultural milieu in children and keeps them connected with the Indian Knowledge System and enable schools restore some of these games. Hands on learning is promoted as children work together in producing some of the materials in schools: be it a kite or a game board or some other game material.
- Networking and cooperation: Families today are nuclear and have one child or two children at home. Waiting in a queue for a swing builds patience, playing team games builds community spirit, enables youth to network, builds long lasting friendship, working with strengths of each other and remaining rooted in culture are distinct values for schools and colleges to invest in.
Where our world is faced with challenges of environmental collapse, restoring environment equilibrium is a must. Ensuring our culture is not lost, sustaining basic intrinsic values of human nature, retaining the link between nature and human beings, and ensuring sustainability practices and reviving our legacy of games thus contributing to the rich Indian Knowledge System is what weaves into SDGs and Vasudaiva Kutumbakam.
