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Improving social-emotional skills for inclusion through traditional child games

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  • Özcan, Suna
  • Sakız, Halis

Abstract

This study investigated the impact of traditional child games on the social-emotional development of children educated in mainstream schools in Türkiye. Grounded in theories of inclusion and socio-cultural development, the research explores how these games enhance social-emotional development among preschoolers, refugee children, and children with disabilities (CwD). A mixed-methods approach integrated quantitative data from social skills assessments and qualitative insights from observations and interviews with educators. Findings highlight improvements in communication skills, emotional regulation, behavior management, and social interaction among participants. The quantitative results revealed substantial gains in social skills and communication measures post-intervention, while qualitative data provided rich insights into the positive experiences of both children and educators. The study underscores the potential of inclusive practices supported by culturally relevant play activities to enhance social-emotional learning and build a supportive school environment for all children.

Suggested Citation

  • Özcan, Suna & Sakız, Halis, 2025. "Improving social-emotional skills for inclusion through traditional child games," Children and Youth Services Review, Elsevier, vol. 173(C).
    • Handle: RePEc:eee:cysrev:v:173:y:2025:i:c:s0190740925001823
    DOI: 10.1016/j.childyouth.2025.108299
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    References listed on IDEAS

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    1. Dilan Kenanoglu & Munise Duran, 2021. "The Effect of Traditional Games on the Language Development of Pre-School Children in Pre-School Education," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 7(1), pages 74-81.
    2. Jones, D.E. & Greenberg, M. & Crowley, M., 2015. "Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness," American Journal of Public Health, American Public Health Association, vol. 105(11), pages 2283-2290.
    3. Lucie Cerna & Cecilia Mezzanotte & Alexandre Rutigliano & Ottavia Brussino & Paulo Santiago & Francesca Borgonovi & Caitlyn Guthrie, 2021. "Promoting inclusive education for diverse societies: A conceptual framework," OECD Education Working Papers 260, OECD Publishing.
    4. Rosanna Cole, 2024. "Inter-Rater Reliability Methods in Qualitative Case Study Research," Sociological Methods & Research, , vol. 53(4), pages 1944-1975, November.
    5. Dilan Kenanoğlu & Munise Duran, 2021. "The Effect of Traditional Games on the Language Development of Pre-School Children in Pre-School Education," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 7(1), pages 74-81.
    Full references (including those not matched with items on IDEAS)

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