Research article | Open Access
Journal of Innovative Research in Teacher Education 2025, Vol. 6(2) 55-69
pp. 55 - 69 | DOI: https://doi.org/10.29329/jirte.2025.1341.1
Publish Date: September 22, 2025 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
This study investigated the short-term impacts of Theraplay play therapy on temperament and early positive social behaviors in infants and children. The research sample consisted of 30 caregiver-child pairs aged between 18 and 34 months. Over 8 weeks, these participants participated in weekly Theraplay group therapy sessions. The primary data collection instrument was the Early Childhood Behavior Questionnaire (ECBQ), designed for children aged 18–36 months. The study employed a mixed-methods approach, combining quantitative and qualitative data to comprehensively evaluate the therapy’s effectiveness. Quantitative data were collected using a pretest-posttest control group design. The pretest scores from the ECBQ for the experimental and control groups were first compared using the Mann-Whitney U test. Following the therapy sessions, differences between pretest and posttest scores within each group were analyzed using the Wilcoxon Signed-Rank Test. Finally, posttest scores were again compared between the experimental and control groups using the Mann-Whitney U test. Qualitative data were collected through observations and reflective journal entries made during and after the therapy sessions, allowing for detailed insights into changes in children's behavior and emotional responses. The results demonstrated that the eight-week Theraplay intervention, an attachment-based play therapy, significantly impacted the behavioral and emotional development of early childhood. Specifically, there were noticeable reductions in negative temperament traits such as fear, frustration, sadness, and shyness. Furthermore, the therapy enhanced children’s attention span, focus, affectionate behaviors (like hugging), and overall emotional expressiveness, particularly in physical contact behaviors.
Keywords: Theraplay, Group Theraplay, Early Positive Social Behavior, Temperament
APA 7th edition
Kenar, Y.G., & Guven, G. (2025). The effect of theraplay play therapy on early social behavior and temperament. Journal of Innovative Research in Teacher Education, 6(2), 55-69. https://doi.org/10.29329/jirte.2025.1341.1
Harvard
Kenar, Y. and Guven, G. (2025). The effect of theraplay play therapy on early social behavior and temperament. Journal of Innovative Research in Teacher Education, 6(2), pp. 55-69.
Chicago 16th edition
Kenar, Yaren Gulsen and Gulcin Guven (2025). "The effect of theraplay play therapy on early social behavior and temperament". Journal of Innovative Research in Teacher Education 6 (2):55-69. https://doi.org/10.29329/jirte.2025.1341.1
Akman, B., & Erden, F. (2018). Gelişim ve öğrenme [Development and learning]. Pegem Yayıncılık.
Başal, H. A. (2007). Okul öncesi eğitim kurumlarında sosyal gelişim [Social development in preschool education institutions]. Milli Eğitim Dergisi, 175, 18–25.
Belsky, J. (2005). Early attachment security, subsequent maternal sensitivity, and later child development: Does continuity in development depend upon continuity of caregiving? Attachment & Human Development, 7(4), 361–374.
Booth, P. B., & Jernberg, A. M. (2010). Theraplay: Helping parents and children build better relationships through attachment-based play. Wiley.
Booth, P. B., & Jernberg, A. M. (2021). Theraplay: Helping parents and children build better relationships through attachment-based play (3rd ed.). John Wiley & Sons.
Bredekamp, S. (2015). Effective practices in early childhood education: Building a foundation (3rd ed.). Pearson Education.
Chang, Y., Kim, B., & Youn, M. (2021). Changes in children with autism spectrum disorder after Theraplay application. Journal of the Korean Academy of Child and Adolescent Psychiatry, 32(3), 112–117. doi:10.5765/jkacap.210001
Coplan, R. J., & Bullock, A. (2012). Temperament and social adjustment in preschool. Developmental Psychology, 48(1), 182–194.
Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Creswell, J. W. (2019). A concise introduction to mixed methods research. Sage Publications.
Dagan, O., Schuengel, C., Verhage, M., Madigan, S., Roisman, G., Van IJzendoorn, M., Bakermans-Kranenburg, M., Duschinsky, R., Sagi-Schwartz, A., Bureau, J., Eiden, R., Volling, B., Wong, M., Schoppe-Sullivan, S., Aviezer, O., Brown, G., Reiker, J., Mangelsdorf, S., Fearon, R., ... Oosterman, M. (2024). Attachment relationship quality with mothers and fathers and child temperament: An individual participant data meta-analysis. Developmental Psychology, 60(11), 2144–2156. doi:10.1037/dev0001677
Değer, S. (2010). Sosyal öğrenme kuramı ve eğitimdeki yeri [Social learning theory and its place in education]. Eğitim Bilimleri Dergisi, 32(4), 412–429.
Denham, S. A. (2002). Social-emotional development in early childhood. Review of Educational Research, 72(2), 89–134.
Dong, X., Burke, M., Ramirez, G., Xu, Z., & Bowman-Perrott, L. (2023). A meta-analysis of social skills interventions for preschoolers with or at risk of early emotional and behavioral problems. Behavioral Sciences, 13(11), 940. doi:10.3390/bs13110940
Essa, E. L. (2003). Introduction to early childhood education. Thomson/Delmar Learning.
Evirgen, H. (2010). Okul öncesi eğitimde sosyal gelişim ve oyun etkinliklerinin önemi [The importance of social development and play activities in preschool education]. Eğitim Bilimleri ve Uygulama, 9(17), 79–93.
Farley, J., Whipple, E., & Riebschleger, J. (2020). Integrating play therapy into early childhood mental health treatment services: Clinician and parent perspectives. Social Work in Mental Health, 18(3), 331–348. doi:10.1080/15332985.2020.1742851
France, L. A., McIntosh, S., & Woods, K. (2023). Using Theraplay® to support children and families: A scoping review. Early Child Development and Care, 193(9–10), 1097–1111. doi:10.1080/03004430.2023.2227775
Freud, S. (2017). Çocuklarda oyun terapisi ve psikoanalitik yaklaşım [Play therapy and psychoanalytic approach in children] (M. Halmatov, Çev.). Eğitim Kitabevi Yayınları.
Ginalska, K., & Cichopek, A. (2024). Przywiązanie a zdrowie psychiczne. Kwartalnik Naukowy Fides Et Ratio, 59(3), 73–83. doi:10.34766/fer.v59i3.1299
Griggs, M. S., Gagnon, S. G., Huelsman, T. J., Kidder-Ashley, P., & Ballard, M. (2009). Temperament as a predictor of social competence in preschool children. Early Education and Development, 20(4), 632–654.
Gutteling, B. M., de Weerth, C., Zandbelt, N., & Tavecchio, L. (2005). Prenatal stress and children's behavioral and emotional problems: The role of child development. Infant and Child Development, 14(1), 115–130.
Hincapié Pinzón, J., da Silva, A. M. B., Machado, W. d. L., Moret-Tatay, C., & Ziebell de Oliveira, M. (2023). Transcultural comparison of mental health and work–life integration blurring in the Brazilian and Spanish populations during COVID-19. Journal of Personalized Medicine, 13(6), 955. doi:10.3390/jpm13060955
Jamshidi, M., Khayatan, F., & Aghaie, A. (2020). Comparison of the effectiveness of combination of acceptance and commitment therapy with Theraplay and acceptance and commitment therapy on quality of life in depressed children. Journal of Psychiatric Nursing, 8(3), 106–118.
Jernberg, A. M. (1979). Theraplay: A new treatment using structured play for problem children and their families. Jossey-Bass.
Jorabian, A., Kaviani, R., Shirdel, M., & Miri, F. (2024). The effect of interactive game therapy with the Theraplay model on students' sleep quality: A randomized control trial. Journal of Nursing Advances in Clinical Sciences, 1(2), 78–84. doi:10.32598/jnacs.2405.1027
Kağıtçıbaşı, Ç. (1996). Kültürel psikoloji: Kültür bağlamında insan ve aile [Cultural psychology: People and family in the context of culture]. Evrim Yayınları.
Kandır, A. (2003). Okul öncesi dönemde sosyal gelişim [Social development in preschool period]. Morpa Kültür Yayınları.
Kappelmayer, M., Czar, A., Tresca, M., D’adamo, P., & Lozada, M. (2022). A school intervention promotes compassion, empathy and social relationships in children. School Psychology International, 44(6), 515–532. doi:10.1177/01430343221145668
Köksal, M. S., Ertekin, P., & Colakoglu, O. M. (2014). How differences among data collectors are reflected in the reliability and validity of data collected by Likert-type scales? Kuram ve Uygulamada Eğitim Bilimleri, 14(6), 2206–2212.
Köse, N. (2020). Eğitimde araştırma yöntemleri [Research methods in education]. Eğitim Yayınevi.
Li, G. S., Sanapati, S. P., & Han, A. (2024). Retrospective analysis of COVID-19 impact on social + emotional development in children of low-income communities from Head Start. Proceedings of IMPRS, 6(1). doi:10.18060/27720
Luby, J., Herzberg, M. P., Hoyniak, C. P., Tillman, R., Lean, R., Brady, R. G., Triplett, R., Alexopoulos, D., Loseille, D., Smyser, T., Rogers, C. E., Warner, B. B., Smyser, C. D., & Barch, D. M. (2024). Basic environmental supports for positive brain and cognitive development in the first year of life. JAMA Pediatrics, 178(5), 465–472. doi:10.1001/jamapediatrics.2024.0143
Luo, Y., vanMarle, K., & Groh, A. M. (2024). The cognitive architecture of infant attachment. Perspectives on Psychological Science, 19(1). doi:10.1177/17456916241262693
Madigan, S., Deneault, A.-A., Duschinsky, R., Bakermans-Kranenburg, M. J., Schuengel, C., van IJzendoorn, M. H., Ly, A., Fearon, R. M. P., Eirich, R., & Verhage, M. L. (2024). Maternal and paternal sensitivity: Key determinants of child attachment security examined through meta-analysis. Psychological Bulletin, 150(7), 839–872. doi:10.1037/bul0000433
Martikainen, S., Kalland, M., Linnavalli, T., Kostilainen, K., Aittokoski, M., Reunamo, J., Vasileiou, Z., & Tervaniemi, M. (2023). Supporting social-emotional development in early childhood education and care: A randomized parallel group trial evaluating the impact of two different interventions. Scandinavian Journal of Educational Research, 68(6), 1069–1087. doi:10.1080/00313831.2023.2204119
Mathewson, K. J., Miskovic, V., & Schmidt, L. A. (2012). The temperamental basis of children’s emotion regulation. Journal of Experimental Child Psychology, 113(2), 186–192.
McClowry, S. (2003). Your child's unique temperament. Research Press.
McIntosh, J., Opie, J., Greenwood, C., Booth, A., Tan, E., Painter, F., Messer, M., Macdonald, J., Letcher, P., & Olsson, C. (2023). Infant and preschool attachment, continuity, and relationship to caregiving sensitivity: Findings from a new population‐based Australian cohort. Journal of Child Psychology and Psychiatry, 65(1), 64–76. doi:10.1111/jcpp.13865
Mistry-Patel, S., Nyman-Mallis, T., Dollar, J., Gagne, J., & Brooker, R. (2024). Cognitive control moderates associations between domains of temperamental reactivity and preschoolers' social behaviors. Developmental Psychobiology, 66(7), e22545. doi:10.1002/dev.22545
Money, R., Wilde, S., & Dawson, D. (2020). Review: The effectiveness of Theraplay for children under 12: A systematic literature review. Child and Adolescent Mental Health, 23(3), 238–251. doi:10.1111/camh.12416
Ortelbach, N., Bovenschen, I., Gerlach, J., Peter, C., & Scheithauer, H. (2022). Design, implementation, and evaluation of a preventive intervention program to foster social-emotional development and attachment security of toddlers in early childhood education and care: The Papilio-U3 program. International Journal of Developmental Science, 16(3–4), 63–79. doi:10.3233/DEV-220336
Orton, J., Doyle, L. W., Tripathi, T., Boyd, R. N., Anderson, P., & Spittle, A. (2024). Early developmental intervention programmes provided post hospital discharge to prevent motor and cognitive impairment in preterm infants. The Cochrane Database of Systematic Reviews, 2, CD005495. doi:10.1002/14651858.CD005495.pub5
Öztürk, M. (2002). Erken çocukluk dönemi ve aile ilişkileri [Early childhood and family relationships]. Morpa Kültür Yayınları.
Putnam, S. P. (2022). Temperament and social behavior. In R. M. Lerner & M. E. Lamb (Eds.), Handbook of child psychology and developmental science (Vol. 3). Wiley.
Putnam, S. P., Gartstein, M. A., & Rothbart, M. K. (2006). Measurement of fine-grained aspects of toddler temperament: The early childhood behavior questionnaire. Infant Behavior & Development, 29(3), 386–401.
Rothbart, M. K. (2007). Temperament, development, and personality. Current Directions in Psychological Science, 16(4), 207–212.
Rothbart, M. K., & Gartstein, M. A. (2009). Temperament in early childhood. Wiley-Blackwell.
Rudnova, N., & Kornienko, D. (2023). A contextual approach to the characteristics of a preschooler’s temperament: The role of the educational environment. Vestnik of Saint Petersburg University. Psychology, 13(4). doi:10.21638/spbu16.2023.403
Salisbury, D. (2018). Theraplay for improving social and emotional outcomes in children: A systematic review. Clinical Child Psychology, 23(2), 187–196.
Salo, S., Flykt, M., Mäkelä, J., Lassenius-Panula, L., Korja, R., Lindaman, S., & Punamäki, R. L. (2020). The impact of Theraplay® therapy on parent-child interaction and child psychiatric symptoms: A pilot study. International Journal of Play, 9(3), 331–352. doi:10.1080/21594937.2020.1806500
Seifer, R., & Schiller, M. (1995). Parenting stress and child adjustment: Some old hypotheses and new questions. In S. Wolchik & I. N. Sandler (Eds.), Handbook of children’s coping (pp. 107–122). Springer.
Sepehrtaj, A., Younesi, S., Mousavi, P., Jeihooni, K., & Jafari, P. (2021). Effectiveness of Theraplay in internalizing and externalizing problems in bereaved siblings of children with cancer. Iranian Journal of Psychiatry and Behavioral Sciences, 15(2), e103992. doi:10.5812/ijpbs.103992
Siu, A. F. (2009). Effectiveness of group Theraplay on enhancing social skills among children with developmental disabilities. Journal of Developmental Disabilities, 21(3), 65–80.
Swit, C., Harty, S., & Pascoe, S. (2023). Relational and physical aggression in preschool-age children: Associations with teacher, parent, sibling, and peer relationship quality. Aggressive Behavior, 50(1). doi:10.1002/ab.22115
Teke, F. (2019). Oyun terapisi ve çocuklara sağladığı katkılar [Play therapy and its benefits for children]. Psikoloji Dergisi, 24(3), 45–56.
Tucker, C., Schieffer, K., & Winsor, D. (2017). Impact of Theraplay-based group therapy on social skills in school-aged children with social, emotional, and behavioral problems. School Psychology International, 38(6), 533–550.
Uysal, F. (2020). Erken çocukluk döneminde oyun terapileri [Play therapies in early childhood]. Nobel Yayınları.
Vaughan, H. S., & Teglasi, H. (2022). Preschoolers’ temperament and social functioning in novel and routine contexts. Frontiers in Psychology, 13, 975110. doi:10.3389/fpsyg.2022.975110
Xu, M., Zhang, H., Liu, A., Zhao, C., Huang, X., Berman, S., Fang, H., & Guan, H. (2023). Effectiveness and cost-effectiveness of a group-based intervention to improve social-emotional development of young children in poverty-stricken areas: A cluster randomized controlled trial. Journal of Global Health, 13, 04017. doi:10.7189/jogh.13.04017
Yano-Nashimoto, S., Truzzi, A., Shinozuka, K., Murayama, A., Kurachi, T., Moriya-Ito, K., Tokuno, H., Miyazawa, E., Esposito, G., Okano, H., Nakamura, K., Saito, A., & Kuroda, K. (2024). Anxious about rejection, avoidant of neglect: Infant marmosets tune their attachment based on individual caregiver’s parenting style. Communications Biology, 7(212). doi:10.1038/s42003-024-05875-6
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin Yayıncılık.
Yoshida, S., & Funato, H. (2021). Physical contact in parent-infant relationship and its effect on fostering a feeling of safety. iScience, 24(7), 102721. doi:10.1016/j.isci.2021.102721