Learning to Live in Society Begins with Playing Together
Have we ever noticed how easily children used to make friends? They simply had to go to a field, a house yard, or a small alley in front of their home, and they could play together without needing to know each other beforehand. There were no special invitations, no chat groups, and they did not even need to bring anything other than the enthusiasm to play. Within minutes, children who were initially strangers could become playmates. Today, such scenes are becoming rare. Many children spend their free time indoors. Some are busy watching videos, while others play games on smartphones. Even when they gather, many are more focused on their own screens than on talking to one another. Yet, childhood is a period when the ability to live in society begins to be shaped through simple interactions with peers.
In Social Sciences (IPS) learning, humans are known as social beings who cannot live alone. From primary school age, children begin to learn about rules, cooperation, responsibility, and how to respect differences. All these abilities are actually acquired not only through classroom lessons but also through the experience of playing together. Playing is often considered merely a leisure activity. Yet, behind simple games, there is a very important learning process. When playing hide and seek, for instance, children learn to wait their turn and obey agreed-upon rules. When playing bentengan or gobak sodor, they learn to cooperate, devise strategies, and accept defeat without ending the friendship. All these experiences shape social skills that they will carry into adulthood.
From a Social Sciences perspective, playing together is also a way for children to learn about community life. They learn that every group has rules that must be obeyed. They understand that decisions are often made through mutual agreement. When disputes arise, they learn to resolve them through communication, not by blaming each other. These values form the basis of social life. Unfortunately, these social learning spaces are gradually diminishing. Technological advancements, while providing many benefits, have also unconsciously changed the way children interact. Many games can now be played alone via a screen. Children still play, but the experience of negotiating, sharing, or facing differing opinions is far less than when playing directly with friends.
Changes in the environment also influence this condition. In many urban areas, vacant land that was once a playground has been turned into buildings or residential areas. Increasingly packed academic schedules also limit children’s playtime. As a result, opportunities to build social relationships naturally are reduced. Yet, the ability to live in society does not emerge on its own. Children need to experience real situations to understand the feelings of others. They need to feel what it is like to cooperate to win a game, to apologise when they make a mistake, and to make peace after a small dispute. These experiences are difficult to obtain if interactions mostly take place through a screen.
Research on Social Sciences learning shows that direct experience is an important part of helping students understand the social environment around them. Learning becomes more meaningful when children not only read about concepts in books but also experience how these values are applied in daily life. Playing together is a simple form of experience that has a significant impact on children’s social development. Parents and schools have an important role in recreating these interaction spaces. Schools can incorporate group games into learning activities and break times. Traditional games, group work, and collaborative projects can be means for students to learn to communicate and cooperate. Meanwhile, parents can provide opportunities for children to play with friends in the neighbourhood, with appropriate supervision.
The community environment is no less important. Activities such as traditional game competitions during Independence Day celebrations, community clean-up events, or other shared activities in the neighbourhood can be spaces for children to get to know their neighbours while learning to live side by side. From these simple activities, children understand that community life is built through togetherness, not just through online relationships. Preserving the habit of playing together does not mean rejecting technological progress. Children still need to know the digital world as part of modern development. However, balance is crucial. Children need technology to obtain information, but they also need real experiences to grow into individuals who care about others.
In the end, playing together is not just a fun activity. Behind the laughter, chasing, and simple games, children are learning to be part of society. They learn to respect rules, understand differences, resolve conflicts, and cooperate for a common goal. All these lessons are important provisions that are useful not only during school but also when they grow up to become members of society in the future. Therefore, when we see children playing, we are actually witnessing the beginning of a long process of learning to live together.