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kargar khorami F, salimi keleshteri B. (2026). Game-Based Interventions in Improving Children's Social Skills: A Systematic Review. Journal of Childhood Health and Education. 7(2), doi:10.32598/JECHE.7.2.85.3
URL: http://jeche.ir/article-1-423-en.html
URL: http://jeche.ir/article-1-423-en.html
1- Faculty of Educational Sciences and Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
2- University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
2- University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Abstract: (26 Views)
Background and Aim: Early childhood years are crucial for the development of social skillsas children begin to communicate and express themselves, which forms the foundation for later social relationships. Therefore, the aim of the present study was to review play-based interventions in improving children's social skills.
Research Methods: The method of the present study was a systematic review. The statistical population of the study included a collection of articles published since 2000-2025, which were searched in Persian databases such as the Humanities Portal, Alamnet, Normags and English specialized journal databases such as Proquest, Science Direct, Google Scholar, PubMed and Springer, Google Scholar with the keywords play therapy and social skills, play therapy and children with neurodevelopmental disorders. After searching, screening and selecting selected articles based on inclusion and exclusion criteria, 42 articles were finally included in the study. The analysis method was qualitative, and the analysis tool was the Downs et al. (2020) checklist for non-randomized studies.
Results: The results of the study showed that most interventions were related to cognitive-behavioral play therapy interventions, and the largest group on which play therapy was performed was a group of children who had a deficit in social skills, and after that, these interventions on children with attention deficit/hyperactivity disorder have received the most studies.
Discussion: Considering the results obtained, it is necessary to teach social skills in the form of games to all children by educators in educational environments, which requires cooperation between education and the organization of the psychological system.
Research Methods: The method of the present study was a systematic review. The statistical population of the study included a collection of articles published since 2000-2025, which were searched in Persian databases such as the Humanities Portal, Alamnet, Normags and English specialized journal databases such as Proquest, Science Direct, Google Scholar, PubMed and Springer, Google Scholar with the keywords play therapy and social skills, play therapy and children with neurodevelopmental disorders. After searching, screening and selecting selected articles based on inclusion and exclusion criteria, 42 articles were finally included in the study. The analysis method was qualitative, and the analysis tool was the Downs et al. (2020) checklist for non-randomized studies.
Results: The results of the study showed that most interventions were related to cognitive-behavioral play therapy interventions, and the largest group on which play therapy was performed was a group of children who had a deficit in social skills, and after that, these interventions on children with attention deficit/hyperactivity disorder have received the most studies.
Discussion: Considering the results obtained, it is necessary to teach social skills in the form of games to all children by educators in educational environments, which requires cooperation between education and the organization of the psychological system.
Type of Study: Applicable |
Subject:
Special
Received: 2026/05/17 | Accepted: 2026/07/1 | Published: 2026/07/1
Received: 2026/05/17 | Accepted: 2026/07/1 | Published: 2026/07/1
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