The impact of adaptive games on the formation of soft skills and psycho-emotional state of primary school children with special educational needs

Abstract

Abstract: The article examines the impact of adaptive games on the development of soft skills and the stabilization of the psycho-emotional state of primary school children with special educational needs (SEN). The purpose of the study is to determine the effectiveness of adaptive games as a means of developing soft skills and improving the psycho-emotional well-being of children with SEN. The research employed a combination of theoretical and empirical methods, including analysis of pedagogical and psychological literature, observation, surveys of teachers and parents, and psychodiagnostic techniques (the Spielberger–Khanin Anxiety Scale, the Dembo–Rubinstein Self-Assessment Method, and the “SAN” Self-Assessment of Mental State). Results. Over a three-month period, 63 primary school children with SEN participated in sessions that included motor, role-playing, and adaptive games. Statistically significant improvements (p<0.05–0.001) were observed in emotional stability, self-esteem, and mood in both groups, with more pronounced changes in the experimental group. The level of anxiety among experimental group children decreased by 21%, self-esteem increased by 9%, and indicators of well-being, activity, and mood improved by an average of 17–21 points. Conclusions. The use of adaptive games in the educational process is an effective pedagogical tool for developing emotional intelligence, social competence, and a positive socio-emotional climate among primary school children with SEN. The findings confirm the expediency of implementing adaptive games in inclusive education as a factor promoting psycho-emotional well-being and the development of essential soft skills. Keywords: adaptive games, soft skills, children with special educational needs, psycho-emotional state, self-regulation, emotional stability.