The effectiveness of educational games based on social-emotional learning on increasing the social-emotional abilities in preschool children

Subject Areas : social psychology

Mahmoud Hakimi Farimani ¹ ( PhD Student, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran )
Farideh Hamidi ² ( Associate Professor of Psychology, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran )
Hossein Akbari Amarghan ³ ( Assistant Professor, Department of Psychology, Quchan Branch, Islamic Azad University, Quchan, Iran )

Received: 2022-07-05 Accepted : 2022-08-29 Published : 2022-09-23

Keywords: emotional learning# social, emotional abilities# preschool children, educational games# social,

Abstract :

Considering the importance of social-emotional abilities in childhood especially in preschool age, the necessity of intervention with the aim of improving and promoting of social-emotional abilities and using game-based educational methods, especially for preschool children, the present research was conducted with the aim of determining the effectiveness of educational games based on social-emotional learning on increasing social-emotional abilities in preschool children. The present study was a semi-experimental with pretest, posttest and two-month follow-up design with control group. The research population was a preschool children of 4th district of Mashhad city in the 2020-2021 academic years. The research sample was 48 people who were selected by available sampling method and randomly by lottery replaced into two groups of 24 people. The experimental group was trained 20 sessions of 45 minutes with the method of educational games based on social-emotional learning and the control group was placed on the waiting list for training. The research tool was the social-emotional assets and resiliency scale for preschool. The data were analyzed by methods of analysis of variance with repeated measures and Bonferroni post hoc test in SPSS software version 25 at a significant level of 0.05. The findings showed that there was a significant difference between the experimental and control groups in terms of social-emotional abilities in preschool children. In the other words, educational games based on social-emotional learning increased social-emotional abilities in preschool children and the results remained in the follow-up phase (P<0.05). According to the results of this research, planning is necessary to improve social-emotional abilities in preschool children based on educational games based on social-emotional learning along with other effective educational methods.

References:

ابراهیمی اورنگ، اکبر. (1398). تاثیر آموزش برنامه یادگیری اجتماعی- هیجانی جامع بر مدیریت خود دانشجومعلمان دانشگاه فرهنگیان آذربایجان شرقی. فصلنامه توسعه حرفه‌ای معلم،‌ 4(1)، 42-31.

زینلی ده‌رجبی، زهرا و عاشوری، محمد. (1400). تاثیری بازی درمانی مبتنی بر رویکرد اکسلاین بر ارزش‌های اجتماعی هیجانی و تاب‌آوری کودکان کم‌شنوای پیش‌دبستانی. مجله پژوهش‌نامه روانشناسی مثبت، 7(4)، 24-13.

عاشوری، محمد و یزدانی‌پور، معصومه. (1398). بررسی ویژگی‌های روان‌سنجی فارسی مقیاس ارزش‌های اجتماعی- هیجانی و تاب‌آوری در کودکان عادی و ناشنوای پیش‌دبستانی. نشریه توانمندسازی کودکان استثنایی، 10(3)، 124-109.

کریم‌زاده، منصوره؛ اخوان تفتی، مهناز؛ کیامنش، علیرضا و اکبرزاده، نسرین. (1388). تاثیر آموزش مهارت‌های هیجانی- اجتماعی در رشد این مهارت‌ها. مجله علوم رفتاری، 3(2)، 149-143.

Anopa, Y., Macpherson, L., & Mclntosh, E. (2020). Systematic review of economic evaluations of primary caries prevention in 2- to 5-year-old preschool children. Value in Health, 23(8), 1109-1118.

Chinekesh, A., Kamalian, M., Eltemasi, M., Chinekesh, Sh., & Alvai, M. (2014). The effect of group play therapy on social-emotional skills in pre-school children. Global Journal of Health Science, 6(2), 163-167.

Daunic, A. P., Corbett, N. L., Smith, S. W., Algina, J., Poling, D., Worth, M., & et al. (2021). Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders. Journal of School Psychology, 86, 78-99.

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Journal of Child Development, 88(2), 408-416.

Dracinschi, M. C. (2012). The development of social and emotional abilities of primary school children. Procedia – Social and Behavioral Sciences, 55, 618-627.

Dunn, M. E. (2019). The impact of a social emotional learning curriculum on the social-emotional competence of elementary-age students. Doctor of Philosophy Dissertation, South Carolina: Clenson University.

Gao, Z., Zeng, N., Pope, Z. C., Wang, R., & Yu, F. (2019). Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children. Journal of Sport and Health Science, 8(2), 106-113.

Gordon, R. A., Crowder, M. K., Aloe, A. M., Davidson, L. A., & Domitrovich, C. E. (2022). Student self-ratings of social-emotional competencies: Dimensional structure and outcome associations of the WCSD-SECA among Hispanic and non-Hispanic White boys and girls in elementary through high school. Journal of School Psychology, 93, 41-62.

Hu, B. Y., Wu, H., Winsler, A., Fan, X., & Song, Z. (2020). Parent migration and rural preschool children's early academic and social skill trajectories in China: Are ‘left-behind’ children really left behind? Early Childhood Research Quarterly, 51, 317-328.

Liu, Z., Zhu, R., Cui, H., & Huang, J. (2021). Emotional regulation: Report on the study of social and emotional skills of Chinese adolescents (II). Best Evidence in Chinese Education, 9(1), 1203-1207.

Mantz, L. S., Bear, G. G., Yang, C., & Harris, A. (2018). The Delaware social-emotional competency scale (DSECS-S): Evidence of validity and Reliability. Child Indicators Research, 11(1), 137-157.

Massachusetts Standards for Preschool and Kindergarten. (2015). Social and emotional learning, and approaches to play and learning. Boston: University of Massachusetts Boston.

Meyers, D. C., Domitrovich, C. E., Dissi, R., Trejo, J., & Greenberg, M. T. (2019). Supporting systemic social and emotional learning with a schoolwide implementation model. Evaluation and Program Planning, 73, 53-61.

Neal, J. W., Brutzman, B., & Durbin, C. E. (2022). The role of full- and half-day preschool attendance in the formation of children's social networks. Early Childhood Research Quarterly, 60, 394-402.

Ravitch, N. K. (2013). Development and preliminary validation of the social-emotional assets and resiliency scale for preschool. PhD Dissertation of Special Education and Clinical Sciences, USA: University of Oregon.

Shao, Z., Liu, Z., Yang, S., & Huang, J. (2021). Open-mindedness: Report on the study of social and emotional skills of Chinese adolescents (IV). Best Evidence in Chinese Education, 9(1), 1213-1216.

Sun, J., Singletary, B., Jiang, H., Justice, L. M., Lin, T. J., & Purtell, K. M. (2022). Child behavior problems during COVID-19: Associations with parent distress and child social-emotional skills. Journal of Applied Developmental Psychology, 78, 1-8.

Tanaka, M., Okubo, R., Hoshi, S. L., Ishikawa, N., & Kondo, M. (2022). Cost-effectiveness of pertussis booster vaccination for preschool children in Japan. Vaccine, 40(7), 1010-1018.

Yuksel, M., Okan, N., Eminoglu, Z., & Akca-Koca, D. (2019). The mediating role of self-efficacy and hope on primary school students' social-emotional learning and primary mental abilities. Universal Journal of Educational Research, 7(3), 729-738.