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Sinergias Educativas
https://doi.org/10.37954/se.v6i3.183
July - September Vol. 6 - 3 - 2021
http://sinergiaseducativas.mx/index.php/revista/
eISSN: 2661-6661
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Received: October 03, 2020
Approved: February 21, 2021
Systematic review of strategies for
developing social skills in education
Revisión sistemática de estrategias para desarrollar las
habilidades sociales en educación
Teresa Rosa Ugarte Paz
*
María Anela Aquino Mosqueira
*
Marisol Greta Méndez Ugarte
*
Abstract
Social skills are understood as the behaviors that value the person as a
social being. Objective. The present systematic review article aims to
identify the application of social skills strategies in Scopus, Scielo,
Redalyc, DOAJ and Latindex databases, published between the years 2018
to 2020, at the primary education level. Materials and methods. This is a
quantitative, descriptive study, with a final sample of 15 articles from the
last 3 years in indexed journals. Results. After applying inclusion and
exclusion criteria, 15 potential articles were selected, which evidenced
research conducted in relation to social skills. Conclusion. The
development of social skills favors the integral formation of students, being
an area of research that requires more attention from researchers, in order
to strengthen their immersion as citizens committed to their society.
Keywords: Education, social skills, social interaction and teacher.
* Bachelor's Degree in Primary Education, Primary
Education Studies Program, EESPP Monterrico,
Lima, Peru teugartep@ucvvirtual.edu.pe,
https://orcid.org/0000-0003-3232-6008
* Bachelor's Degree in Initial Education, Teacher in
Initial Education, UGEL de Ventanilla, Lima, Peru
maquinom@ucvvirtual.edu.pe,
https://orcid.org/0000-0002-2017-5735
* Graduated in art with mention in industrial design,
Primary Education Studies Program of the EESPP,
Lima, Peru marisol.mendez@pucp.edu.pe,
https://orcid.org/0000-0003-1656-8760
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Resumen
Las habilidades sociales son entendidas como los comportamientos que
valoran a la persona como ser social. Objetivo. El presente artículo de
revisión sistemática tiene por objetivo identificar la aplicación de
estrategias de habilidades sociales en las bases de datos Scopus, Scielo,
Redalyc, DOAJ y Latindex, publicadas entre los años 2018 al 2020, en el
nivel de educación primaria. Materiales y métodos. Se trata de un
estudio cuantitativo, descriptivo, con una muestra final de 15 artículos de
los últimos 3 años en revistas indexadas. Resultados. Luego de aplicar
criterios de inclusión y exclusión se seleccionaron 15 artículos potenciales,
los cuales evidenciaron investigaciones realizadas con relación a las
habilidades sociales. El desarrollo de las habilidades sociales favorece en
la formación integral de los estudiantes, siendo un ámbito de investigación
que requiere mayor atención por parte de los investigadores, para fortalecer
la inmersión de ellos como ciudadanos comprometidos con su sociedad.
Palabras clave: Educación, habilidades sociales, interacción social y
docente.
Introduction
The personality and the way people act are formed from childhood,
and achieving an adequate development in them as future citizens
will allow building a solid society Samimi, (2021) therefore, in the
formation of children's personality it is relevant to attend to the
cognitive, physical, mental and emotional development; for which
the family and the community play a significant role in their lives.
In this sense, the environment in which a child grows is fundamental
for his or her adequate development (Aguilar et al., 2021, p. 32).
Thus, social skills are learned as the child interacts with this
environment Almaraz et al., (2019). The basis of the vision that they
generate of their context is given in the school stage, where they are
also acquiring skills such as differentiation of good and bad, what is
accepted by society, empathy, assertiveness, demonstration of
feelings, among others (Dávila, 2018) It is transcendental the
development of these skills so that they are able to generate good
relationships with others, avoiding making negative judgments
towards the other person.
It is through education that the generations can achieve high
intellectual performance, thus demonstrating their personal and
professional skills Lestari & Ariesta, (2020), but it is also important
to instill in them, good habits and values. For this purpose, the
teaching and reinforcement of social skills should be emphasized,
with the main objective that students develop appropriate behaviors
according to society. However, today many schools prioritize
intellectual training and do not emphasize other aspects that
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contribute to the integral development of the person Shodiq&
Syamsudin, (2019), Firmansyah etal., (2020), such as art, culture,
sports, social life, etc., as well as the development of the social skills.
It is important to manage emotions to develop social skills ( Samimi
et al., 2019) because it allows the student to be able to fearlessly
express their feelings and be empathetic with others. Through the
implementation of social skills programs, it has been possible to
improve respect for the person, assertiveness, communication
(Almaraz et al., 2019) and (Fernandez et al., 2020) the decrease of
anxiety.
This raises the following question: What strategies have been
applied for the development of social skills in elementary school
students? One strategy used for the development of social skills in
elementary school students is sports games, since they allow them to
constantly put into practice their responsibility, their participation in
teamwork and communication. Likewise, programs based on
physical activities in an inclusive context have improved motor and
social skills in students, showing bonds of affection among them.
Another strategy applied in elementary students with autism is music
therapy, which evidenced that it improves the ability to understand,
respond and interact with their peers (Bharathi, Jayaramayya, et al.,
2019, p. 43). Likewise, the teacher can take advantage of developed
technology such as the creation of virtual environments to simulate
social situations in which values can be taught to the student. This
requires competent teachers who know the technological resources
and how to use them to improve social skills and learning. On the
other hand, it is necessary for the teacher to apply cooperative
learning when developing the competency-based curriculum Tello et
al., (2015) Gamboa et al., (2019) to encourage interaction among
children.
Social skills aim to improve interactions and emotional
management. A child who demonstrates being able to establish a
dialogue with others, adapts easily to their context and shows
appropriate and rational behaviors, will be a more confident child in
school and unlikely to develop anxiety or worry, (Samimi et al.,
2019, p. 44). There is research where there is evidence that if there
is an optimal development of social skills it can be a direct driver to
academic success. For this reason, it is important to develop social
skills from an early age, to ensure successful children, and that they
can perform safely in these highly competitive and challenging
contexts.
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Materials and methods
The present work performs a systematic bibliographic research, in
which the documentary research method was applied with a
descriptive approach, performing a comparative analysis of the
results obtained. The inclusion criteria for this systematic review
were articles published between the years 2018 - 2020 on strategies
applied for the better development of social skills in children aged 6
to 12 years. The selected articles were sought to be indexed in the
Scopus, DOAJ, Latindex, Redalyc and Scielo databases; in the
Spanish, English and Indonesian languages.
Articles were selected with a qualitative, quantitative and mixed
approach, with pre-experimental and quasi-experimental designs.
Semi-structured qualitative in-depth interviews and focus groups
were also conducted to address the research questions. Likewise,
descriptors were used in Spanish such as: habilidades sociales,
educación primaria, conductas, programas, actividades lúdicas; and
in English such as: social skills, Elementary education, appropriate
behavior, children, life skills. Emotions, socialization, development
The exclusion criteria were taken into account, those researches of
nature such as congress abstracts, letter to the editor, report,
systematic review.
In the present review, a total of 15 articles were selected which met
the inclusion and exclusion criteria. After the collection, tabulation
and codification in an Excel instrument, the results were presented
in tables and figures taking into account the frequency of the
variables, designed for this research.
Results
From the 15 articles selected for the systematic review, 12 of them
were published in English, 2 in Spanish and 1 in Indonesian, where
the application of strategies for the development of social skills has
occurred with elementary school students. Table 1, shows the
number of journals indexed according to the database, where 12 of
them were indexed by Scopus, 5 in DOAJ, 4 in Latindex, 2 in
Redalyc and 2 in Scielo, in which they develop the application of
strategies on social skills in different contexts.
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Table 1 Number of journals indexed
Table 2, shows the year of publication of the selected articles
regarding the application of strategies on social skills, where 5 were
published in 2020, 8 articles in 2019 and 2 articles in 2018.
Table 2. Year of publication of selected articles
Figure 1 shows that the distribution of articles by country of
publication had a maximum of 2 articles published in the following
countries: Indonesia, Turkey and Spain; and a single article in
Mexico, India, Peru, the United States, Iran, Taiwan, Australia,
Greece and Brazil. In most of these investigations, the quasi-
experimental design was used.
No. of journals
indexed
5
Year of
publication
No. of magazines
5
2019
2018
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Figure 1 Distribution of articles by country of publication
Likewise, Table 3 shows that Asia is the continent with the most
articles published that develop social skills strategies, with a total of
7 articles. On the other hand, America has a total of 4 articles, Europe
with 2 articles and Oceania with one published article.
Table 3 Distribution of articles by country and continent of
publication
No. of items
1
1
1
1
1
1
1
1
1
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Table 4 shows the strategies applied for the development of social
skills in primary education used in each research. From the results,
it can be identified that the most used strategy is based on the
development of physical activities, as shown in 5 of the articles. On
the other hand, different strategies have been applied such as
cooperative learning, emotion regulation and music therapy; which
have been developed in 2 articles each. Finally, other strategies such
as restorative practice, ludic activities, video feedback and video
games have been implemented; having one article for each strategy.
Table 4. Strategies obtained from the selected articles
Type of Strategy
No. of items
Percentage
Physical Activity
5
Cooperative
Learning
Emotion regulation
Music Therapy
Restorative practice
1
Recreational
Activities
1
Video feedback
1
Video games
1
It can be seen that the strategy based on emotion regulation presents
a significant sample of 1234 students explored in the article
Effectiveness of a school-based life skills program on emotional
regulation and depression among elementary school students: A
randomized study, developed in Taiwan, published in 2020.
Table 5 shows the number and characteristics of the sample
according to the articles investigated, whose ages range from 6 to 12
years. It can be seen that 2 articles present a sample involving
children with autism spectrum disorder (ASD).
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Table 5. Number and characteristics of the sample of the articles
investigated
N°
Article
Sample
Sample Characteristics
1
Children's social skills
through traditional sport
games in primary schools
16 students
- Ages 7 to 10 years
old
Effects of an Inclusive
Physical Activity
Program on the Motor
Skills, Social Skills and
Attitudes of Students with
and without Autism
Spectrum Disorder.
27 students
- Ages 7 to 10 years
old
- 13 children with
Autism Spectrum
Disorder
- 14 children with
typical development
The Effects of an
Appropriate Behavior
Program on Elementary
School Children Social
Skills Development in
Physical Education
204 students
- Ages 10 to 13 years
old
- 49 5th graders
- 161 6th graders
The Effect of Educational
Board Games Training
Programme on the Social
Skill Development of the
Fourth Graders
40 students
- Ages 7 to 12 years old
- 4th grade students
5
Traditional Dances as a
Means of Teaching Social
Skills to Elementary
School Students
132 students
- 48 children in 4th
grade
- 39 children in 5th
grade
- 45 children in 6th
grade
Social skills in primary
school children
30 students
- Ages 9 to 10 years old
- 4th grade students
The Effectiveness of the
NHT Model in Improving
Social Skills and Social
22 students
- 4th grade students
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Studies Learning
Outcomes in Primary
Schools
The Effectiveness of
Emotion Management
Training on Social Skills
and the Sense of
Competence in School
Students
15 students
- Ages 11 to 12 years
old
- 5th grade students
Effectiveness of a school-
based life skills program
on emotional regulation
and depression among
elementary school
students: A randomized
study.
1 234
students
- Ages 10 to 12 years
old
- 5th grade students
Music therapy as a
therapeutic tool in
improving the social
skills of autistic children
26 children
- Ages 6 to 12 years
old
- Children with mild,
medium and
advanced ASD
development.
Effect of music education
on the promotion of
school performance in
children.
40 students
- 6 children 8 years old
- 4 children 9 years old
- 11 children aged 10
- 9 children 11 years
old
- 10 children 12 years
old
- 19 girls and 21 boys
Developing student social
skills using restorative
practices: a new
framework called
H.E.A.R.T.
21 students
- Ages 10 to 12 years
old
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Program of recreational
activities for developing
social skills
18 students
- Ages 6 to 7 years
old
- 1st grade students
Effects of Super Skills for
Life on the social skills of
anxious children through
video analysis.
62 children
- Ages 6 to 8 years old
Hall of Heroes: A Digital
Game for Social Skills
Training with Young
Adolescents
29 children
- Ages 9 to 13 years old
- 5th and 6th grade
students
Finally, Table 6 shows the results with their respective strategies
used for the development of social skills in elementary school
students. These results, in each of the investigations, have effectively
achieved the objectives set for the well-being of the students.
Table 6. Strategies and results according to the research of each
article.
Article
Strategy
Results
Children's
social skills
Through
traditional
sport games in
primary
schools
The physical activity program
develops the adapted traditional
Indonesian game "Gobak
Sodor". Through this game, the
following social skills are
emphasized: empathy,
communication and social
interaction, aggression control,
openness, peer support, self-
understanding and willingness to
learn.
Reinforces social
skills. Children
assume duties and
are responsible for
fulfilling them,
they seek to
achieve the
objectives of the
game. They show
solidarity, active
communication
and seriousness in
the game.
Social skills in
primary school
children
The cooperative learning
program based on the
development of social skills
addressed the following topics:
the meaning of social skills,
Decrease in the
aggressive
behaviors that the
children presented
before, and
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types of social skills,
assertiveness, emotional
intelligence, active listening,
negotiation, communication,
personal appearance and self-
esteem.
The techniques they used were:
debates, brainstorming, socio-
dramas, theater, didactic games,
feedback, and the modeling
technique.
developed respect
for others,
improvement in
the use of
language. They
learned to solve
social problems
through assertive
communication
and encouraged
each other.
Effects of an
Inclusive
Physical
Activity
Program on
the Motor
Skills, Social
Skills and
Attitudes of
Students with
and without
Autism
Spectrum
Disorder.
The IPA program consisted of
physical activities that support
motor skill development,
perceptual motor development
and movement skills.
It used the collaborative learning
approach between students with
ASD (autism spectrum disorder)
and their peers. Activities were
implemented in four stages:
immersive movements,
functional exercises, group
activities, and whole-classroom
activities.
Children with
ASD improved
their motor, social
and
communication
skills. Parallel to
this, the
perception of
normally
developing
children changed
with respect to
children with
ASD, as they now
communicate with
them and are no
longer afraid of
them.
The Effects of
an Appropriate
Behavior
Program on
Elementary
School
Children
Social Skills
Development
in Physical
Education
The Delfos program is a
pedagogical intervention
program of physical activities,
designed to develop appropriate
behaviors when winning, losing,
during the game; as well as to
maintain assertive social skills
through fair play during the
physical education class.
It improved
students' losing
behavior and
social skills
during the game,
allowing for fair
play during
physical
education class.
Music therapy
as a
therapeutic
The "Orff" method of music
therapy was used, which is a
"child-centered way of learning,"
It improved social
skills, non-verbal
behaviors, and the
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tool in
improving the
social skills of
autistic
children
involving singing lessons,
playing tuned and untuned
musical instruments, body
movement and dance,
communication activities, all
while listening to selected music.
ability to
understand other
children. Also, it
was possible to
understand that
children with
ASD have their
own musical
process.
Effects of
Super Skills
for Life on the
social skills of
anxious
children
through video
analysis.
The present "Super Skills for
Life (SSL)" program has video
feedback as its main strategy and
seeks to improve social
competence.
The sessions included role-
playing, homework, group and
individual activities, video
analysis and feedback.
The children
improved their
social and
communicative
skills such as good
vocalization, good
conversation
management. On
the other hand,
they reduced
discomfort when
participating and
nervous or
anxious
behaviors, thus
reducing
depressive
symptoms.
Program of
recreational
activities for
developing
social skills
In this program, sessions were
developed in which play
activities were included to
enhance the infants' social, motor
and cognitive skills. For social
development, we seek to
influence autonomy, self-care
and intrapersonal relationships.
Basic skills,
advanced skills,
expression of
feelings and
alternative skills
to aggression, i.e.
their interactions
with others, were
improved.
The
Effectiveness
of the NHT
Model in
Improving
Social Skills
The NHT (Numbered Head
Together) model is a cooperative
learning strategy that seeks to
achieve student participation
while improving cognitive and
social skills. The sessions are
Improved
learning, social
skills, use of good
judgment and
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and Social
Studies
Learning
Outcomes in
Primary
Schools
group work. It seeks to create a
collective and responsible
feeling.
understanding of
concepts.
Good group work,
enthusiasm and
active
participation were
evident.
Hall of
Heroes: A
Digital Game
for Social
Skills Training
with Young
Adolescents
A video game was developed
based on the principles of social
skills training and video game-
based digital learning.
Scenes on impulse control,
communication, cooperation,
social initiation, empathy and
emotion control were developed.
Improved
management of
social and
behavioral skills,
emotional and
behavioral
strengthening.
The Effect of
Educational
Board Games
Training
Programme on
the Social
Skill
Development
of the Fourth
Graders
The program is composed of
games and physical activities,
where they perform individual
and group activities. During the
sessions, 5 games were
developed: Dixit, Brick by Brick,
Kakuzu, Q-bitz Extreme,
Mathdice 8-99.
Improved social
skills in their
development and
performance.
There was
improvement in
linguistic, spatial,
reasoning and
numerical skills.
The
Effectiveness
of Emotion
Management
Training on
Social Skills
and the Sense
of Competence
in School
Students
A program based on the
principles of emotion regulation
given by Gross was carried out.
Emotion
management
training improves
social skills and
the feeling of
being competent,
empowered and
effective. It also
enabled the child
to fearlessly
express his or her
feelings and
understand others.
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Effectiveness
of a school-
based life
skills program
on emotional
regulation and
depression
among
elementary
school
students: A
randomized
study.
The adapted Life Skills Training
(LST) program based on emotion
regulation and training was
implemented.
Modules such as:
communication skills, social
skills, decision making, tobacco
information, media
understanding, assertiveness,
stress management and self-
esteem were developed.
Techniques such as role play,
rapid decision making, debates,
among others, were used.
The program
helps the child to
regulate their
emotions and
reduce symptoms
of depression. It
also helped the
child's self-
esteem,
understanding of
their emotions and
reframed their
reactions in a
positive way.
Developing
student social
skills using
restorative
practices: a
new
framework
called H.E.A.
R.T.
In the present research, we
looked for the school to have
already implemented Restorative
Practice as a basis for
coexistence.
Restorative
practice directly
impacts student
behavior and
helps them
develop social
skills based on
five pillars:
harmony,
empathy,
awareness of one's
own actions,
respect for others
and reflective
thinking.
Traditional
Dances as a
Means of
Teaching
Social Skills to
Elementary
School
Students
The program is based on the
practice of Greek folk dances as
a physical activity.
For the development of the
classes, a demonstration of the
steps was given by a local
dancer, and then one member of
each group was assigned to help
the rest of their team achieve the
dance.
Improved social
skills and
assertive
interactions.
Decreased
aggressive or
inappropriate
behaviors.
Effect of
music
The Guri project, a musical
program, sought the
Improved social
skills and
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education on
the promotion
of school
performance in
children.
development and social inclusion
of children through music.
General music concepts were
introduced, perceptual and
rhythmic activities,
improvisation exercises with the
instruments and practice.
academic
competence of the
students, both in
reading, writing
and arithmetic.
Likewise, it was
considered very
important that the
exposure time that
the children had
with respect to
music education is
of great relevance
for the subsequent
development of
competencies.
Discussion
From the selection of the 15 articles for the elaboration of the
systematic review, the information provided in the research of the
selected articles between 2018 and 2020 was analyzed objectively.
In them, strategies to develop social skills are applied, being physical
activities, the one with the highest frequency. The strategies applied
in elementary students show as results the improvement in
interactions with their classmates, in assertive communication, in the
expression of non-verbal behaviors, in the capacity of understanding
and respect with other children. It also shows a significant
achievement in behavioral skills, as well as in the expression of
feelings, understanding of concepts and strengthening of self-
esteem. It should be noted that, by allowing a good development of
social skills, the growth of the child as a future citizen capable of
relating positively with his environment is ensured.
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