Promoting Prosocial Behaviors in Children through Games and Play: Making Social Emotional Learning Fun



Series: Psychology of Emotions, Motivations and Actions, Psychology Research Progress
BISAC: PSY013000

This ground-breaking textbook focuses on the use of play techniques and games to facilitate the positive behavioral, social, and emotional development of children with and without special needs. The chapters in this book center on the use of games and play to facilitate emotional expression, develop friendships and encourage appropriate behaviors in community contexts, such as schools, that are critical to children’s adaptation in the world. For example, there are chapters explaining the importance of playground interactions for children, role play to develop social skills and learn to express emotions, games to facilitate appropriate behavior and prosocial development in the classroom, and play as an outlet for the expression of emotion and development of children with special needs, including medical and mental health conditions. Readers will learn skills for coaching positive behaviors in individual and group settings, and will learn strategies to enhance social skills and help children develop emotionally in a variety of contexts (e.g., classrooms) and circumstances (e.g., having chronic illnesses or coping with mental health issues that make social engagement more challenging). Important “take-home” messages and critical techniques for fostering children’s skills will be presented, and the engaging material presented in the chapters will facilitate knowledge of what to do and how to improve young children’s social and emotional development through play techniques and games.

Table of Contents

Table of Contents


Chapter 1. The Good Behavior Game: Developing Positive Classroom Behavior
(Renee O. Hawkins and Carla Luevano, University of Cincinnati, Cincinnati, Ohio, USA)

Chapter 2. The Timely Transitions Game: Occasioning Efficient Transitions
(Merilee McCurdy, Christopher Skinner, Peter Ignacio, and Victoria VanMaaren, University of Tennessee, Knoxville, Tennessee, USA)

Chapter 3. Promoting Supportive Peer Relationships Using Peer Reporting Interventions
(Tai A. Collins, J. Meredith Murphy, and Kamontà Heidelburg, University of Cincinnati, Cincinnati, Ohio, USA)

Chapter 4. The Role of Play in the Social Development of Children with Autism Spectrum Disorder
(Jonathan M. Campbell, Jessica D. Steinbrenner, and Kirsten Scheil, University of Kentucky, Lexington, Kentucky, USA, and others)

Chapter 5. Promoting Social Development with the Superheroes Social Skills Program
(Keith C. Radley, Kate A. Helbig, and Stefanie R. Schrieber, University of Southern Mississippi, Hattiesburg, Mississippi, USA)

Chapter 6. Supporting Urban Youth through Play: Facilitating Social and Emotional Skills
(Stephen S. Leff, Katherine V. Streit, and Brooke S. Paskewich, The Violence Prevention Initiative at The Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania, USA, and others)

Chapter 7. Involving Preschool-Age Children with Special Needs on Playgrounds
(Laura Nabors, Myia Lang, and Kristen Welker, University of Cincinnati, Cincinnati, Ohio, USA)

Chapter 8. Summer Camp as a Therapeutic Landscape
(Cindy Dell Clark, Rutgers University, Camden, New Jersey, USA)

Chapter 9. Children with Chronic Illnesses and Their Siblings: Building Self-Esteem and Optimism
(Michelle L. Burbage, Laura A. Nabors, and Rebecca A. Vidourek, University of Cincinnati, Cincinnati, Ohio, USA)


Keywords: social emotional development; games; play, children with disabilities, autism, chronic illnesses, positive behavior support, mental health prevention

Audience: Educators; Psychologists; School Psychologists; Mental Health Professionals

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