Effectiveness of Play-Based Intervention on Emotional Intelligence and Peer Interaction in Children

Objective: This study aimed to investigate the effectiveness of a structured play-based intervention program in improving emotional intelligence and peer interaction among children.Methods and Materials: A randomized controlled trial was conducted with ۳۰ children aged ۶ to ۱۰ years from primary schools in Turkey. Participants were randomly assigned to an experimental group (n = ۱۵) that received a ten-session play-based intervention or a control group (n = ۱۵) that received no intervention. The intervention was designed to enhance emotional recognition, regulation, empathy, and cooperative behaviors through experiential activities such as storytelling, role-play, and group games. Emotional intelligence was assessed using the Emotional Quotient Inventory: Youth Version (EQ-i:YV), and peer interaction was measured using the Penn Interactive Peer Play Scale (PIPPS). Measurements were conducted at three stages: pretest, posttest, and five-month follow-up. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-۲۷.Findings: The results showed significant improvements in both emotional intelligence and peer interaction in the experimental group compared to the control group over time. For emotional intelligence, repeated measures ANOVA indicated a significant time by group interaction effect, F(۲, ۵۶) = ۲۹.۷۴, p < .۰۰۱, η² = .۵۱. A similar significant interaction was observed for peer interaction, F(۲, ۵۶) = ۲۵.۴۷, p < .۰۰۱, η² = .۴۸. Bonferroni post-hoc tests revealed that improvements from pretest to posttest were significant and sustained at follow-up for both variables (p < .۰۰۱), while the control group showed no significant changes.Conclusion: The findings suggest that play-based interventions are an effective and sustainable method for enhancing emotional and social competencies in children and can be integrated into educational settings to support psychological development. Objective: This study aimed to investigate the effectiveness of a structured play-based intervention program in improving emotional intelligence and peer interaction among children. Methods and Materials: A randomized controlled trial was conducted with ۳۰ children aged ۶ to ۱۰ years from primary schools in Turkey. Participants were randomly assigned to an experimental group (n = ۱۵) that received a ten-session play-based intervention or a control group (n = ۱۵) that received no intervention. The intervention was designed to enhance emotional recognition, regulation, empathy, and cooperative behaviors through experiential activities such as storytelling, role-play, and group games. Emotional intelligence was assessed using the Emotional Quotient Inventory: Youth Version (EQ-i:YV), and peer interaction was measured using the Penn Interactive Peer Play Scale (PIPPS). Measurements were conducted at three stages: pretest, posttest, and five-month follow-up. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-۲۷. Findings: The results showed significant improvements in both emotional intelligence and peer interaction in the experimental group compared to the control group over time. For emotional intelligence, repeated measures ANOVA indicated a significant time by group interaction effect, F(۲, ۵۶) = ۲۹.۷۴, p < .۰۰۱, η² = .۵۱. A similar significant interaction was observed for peer interaction, F(۲, ۵۶) = ۲۵.۴۷, p < .۰۰۱, η² = .۴۸. Bonferroni post-hoc tests revealed that improvements from pretest to posttest were significant and sustained at follow-up for both variables (p < .۰۰۱), while the control group showed no significant changes. Conclusion: The findings suggest that play-based interventions are an effective and sustainable method for enhancing emotional and social competencies in children and can be integrated into educational settings to support psychological development.

کلیدواژه ها:

play-based intervention ، emotional intelligence ، peer interaction ، children ، randomized controlled trial ، social-emotional development