This study aimed to examine the impact of intellectual and group toys on enhancing the social skills of children aged 6 to 10. This research employed a quasi-experimental design with a pre-test, post-test, and control group. The sample consisted of 120 children (60 boys and 60 girls) randomly selected from four schools in Tehran and assigned to experimental and control groups. Data collection tools included the Social Skills Rating System (SSRS) questionnaire and an observational checklist of interactive behaviors. The experimental group participated in twelve 45-minute structured play sessions using intellectual and group toys, while the control group engaged in unstructured free play. Data were analyzed using ANCOVA and thematic analysis for qualitative data in SPSS version 26. The mean social skills score in the experimental group increased from 56.2 (SD = 6.8) in the pre-test to 72.4 (SD = 5.3) in the post-test, while the control group showed minimal changes (55.8 to 58.6). ANCOVA results confirmed a significant effect of the intervention (F = 34.7, p < 0.001, η² = 0.42), indicating a high effect size in improving children's social skills. Intellectual and group toys can serve as effective tools for improving children's social skills. The findings highlight the importance of incorporating structured group play in educational programs and suggest broader integration of these tools in both school and home settings.
Rahmani et al. (Wed,) studied this question.
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