اثربخشي بازي‌هاي آموزشي مبتني بر يادگيري هيجاني- اجتماعي بر همدلي و شايستگي اجتماعي در كودكان پيش‌دبستاني

The effectiveness of educational games based on social-emotional learning on empathy and social competence in preschool children

هدف اين پژوهش تعيين اثربخشي بازي‌هاي آموزشي مبتني بر يادگيري هيجاني- اجتماعي بر همدلي و شايستگي اجتماعي در كودكان پيش‌دبستاني بود. اين پژوهش نيمه‌آزمايشي با طرح پيش‌آزمون، پس‌آزمون و پيگيري با گروه كنترل بود. جامعه پژوهش كودكان پيش‌دبستاني ناحيه 4 شهر مشهد در سال تحصيلي 1400-1399 بودند. نمونه پژوهش 48 نفر بودند كه با روش نمونه‌گيري دردسترس انتخاب و به‌صورت تصادفي با كمك قرعه‌كشي در دو گروه مساوي جايگزين شدند و گروه آزمايش 20 جلسه 45 دقيقه با روش بازي‌هاي آموزشي مبتني بر يادگيري هيجاني- اجتماعي آموزش ديد و گروه كنترل در اين مدت آموزشي دريافت نكرد. داده‌ها با دو خرده‌مقياس همدلي و شايستگي اجتماعي در مقياس ارزش‌هاي هيجاني- اجتماعي و تاب‌آوري براي كودكان پيش‌دبستاني (راويتچ، 2013) گردآوري و با آزمون‌هاي خي‌دو، تي مستقل و تحليل واريانس با اندازه‌گيري مكرر تحليل شدند. يافته‌ها نشان داد كه در مرحله پيش‌آزمون گروه‌هاي آزمايش و كنترل از نظر هيچ‌يك از متغيرهاي همدلي و شايستگي اجتماعي تفاوت معني‌داري نداشتند (0/05>P)، اما در مراحل پس‌آزمون و پيگيري از نظر هر دو متغير مذكور تفاوت معني‌داري داشتند (0/05

The aim of this research was determine the effectiveness of educational games based on social- emotional learning on empathy and social competence in preschool children. This research 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 in two equal groups and the experimental group was trained for 20 sessions of 45 minutes with the method of educational games based on social-emotional learning and the control group did not receive training during this period. Data were collected with using two subscales of empathy and social competence in the social-emotional assets and resiliency scale for preschool (Ravitch, 2013) and analyzed by tests of chi-square, independent t and analysis of variance with repeated measures. The findings showed that in the pretest stage the experimental and control groups there was no significant difference in any variables of empathy and social competence (P>0.05), but in the posttest and follow-up stages there was a significant difference in both variables (P<0.05). Other findings showed that the intervention by method of educational games based on social-emotional learning significantly increased the empathy and social competence in preschool children and the results of the intervention were maintained in the follow- up stage (P<0.05). The results indicated the effectiveness of educational games method based on social-emotional learning on increasing empathy and social competence in preschool children. Therefore, to improve the social-emotional assets of preschool children can be used the method of educational games based on social-emotional learning along with other methods.