The Impact of Playful Educational Interventions on the Development of Emotional Skills in Early School Age
DOI:
https://doi.org/10.18662/rrem/17.2/981Keywords:
emotional intelligence, didactic play, socio-emotional development, educational intervention, early school ageAbstract
In the context of current educational challenges, where academic performance often takes precedence, the development of emotional skills in early school-aged children is frequently neglected. However, research consistently highlights the positive impact of emotional intelligence on academic achievement, social adaptation, mental health, and overall well-being. This study investigates the impact of an experiential learning initiative aimed at developing emotional competencies in young students. The research aimed to analyse the impact of structured playful activities on four key dimensions of emotional intelligence: self-awareness, self-management, social awareness, and relationship management. A quasi-experimental design with pre- and post-testing was employed on a sample of 40 urban students, divided equally into experimental and control groups. Emotional skills were measured using an adapted version of the Schutte Self-Report Emotional Intelligence Test (SSEIT). The intervention, spanning 12 weeks, involved didactic games focused on emotional regulation, empathy, and communication. Results indicated a meaningful statistical gain in favour of the experimental group relative to the control group (t = 3.62, p = 0.001, Cohen’s d = 1.04), with notable gains in empathy and self-control. These findings validate the importance of playful learning in promoting emotional development and support the inclusion of such methods in personal development curricula. The study offers practical insights for educators, counsellors, and policymakers in designing preventive and early intervention strategies in primary education.
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