Improving social-emotional skills for inclusion through traditional child games

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.