از بازی تا صلح: اثربخشی پروتکل آموزش حل تعارض مبتنی بر بازی اجتماعی–نمایشی ویگوتسکی بر همدلی، تنظیم هیجان و نظریه ذهن کودکان پیش‌دبستانی

نرگس  فخاری; محبوبه فولادچنگ; بهرام  جوکار; فرهاد  خرمایی

Authors

Narges Fakhari PhDStudent, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran Author https://orcid.org/0009-0003-5461-3291
Mahboobeh Fouladchang Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran https://orcid.org/0000-0002-3338-5248
Bahram Jowkar Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran Author https://orcid.org/0000-0002-4976-7371
Farhad Khormaei Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran Author https://orcid.org/0000-0001-9357-7068

Keywords:

Conflict resolution training, Sociodramatic play, Vygotsky’s cultural, historical theory, Empathy, Emotion regulation, Theory of mind, Preschool children

Abstract

Purpose: This study aimed to investigate the effectiveness of a sociodramatic play-based conflict resolution education protocol grounded in Vygotsky’s cultural-historical theory on empathy, emotion regulation, and theory of mind in preschool children.

Methodology: This applied study employed a quasi-experimental pretest–posttest design with a control group. The statistical population comprised 4- to 5-year-old children attending kindergartens in Shiraz during the 2025–2026 academic year. Thirty children were selected through convenience sampling and, after obtaining parental informed consent, were randomly assigned to experimental and control groups. The experimental group received 10 sessions of sociodramatic play-based conflict resolution education, each lasting 30–35 minutes, over five weeks, whereas the control group continued routine kindergarten activities. Data were collected using the Empathy Questionnaire (EmQue), Emotion Regulation Checklist (ERC), and Theory of Mind Inventory (ToMI). After examining the statistical assumptions, data were analyzed using analysis of covariance (ANCOVA) in SPSS while controlling for pretest scores.

Findings: ANCOVA indicated significant intervention effects on total empathy (F=23.69, partial η²=0.47), emotional contagion (F=22.20, partial η²=0.45), attention to others’ feelings (F=7.73, partial η²=0.21), and prosocial actions (F=4.82, partial η²=0.15). A significant effect was also found for emotion regulation (F=4.38, p=0.050, partial η²=0.14), accompanied by a significant reduction in emotional lability/negativity (F=12.86, partial η²=0.45). Regarding theory of mind, significant effects were observed for the total score (F=18.46, partial η²=0.41), early theory of mind (F=10.28, partial η²=0.28), and basic theory of mind (F=14.91, partial η²=0.36); however, the intervention effect on advanced theory of mind was not statistically significant (F=3.42, partial η²=0.11).

Conclusion: Vygotskian sociodramatic play-based conflict resolution education appears to be a developmentally appropriate intervention for strengthening empathy, emotion regulation, and foundational theory-of-mind abilities in preschool children; however, longer and more cognitively and linguistically demanding interventions may be required to improve advanced theory of mind.

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