شیلان اصلانی

In recent years, many educational experts have concluded that game is one of the key elements in learning various skills in children, especially social skills. The aim of the present study was to identify the components of games based on social skill development for preschools in order to design a desirable model. The present study was conducted using a qualitative approach, specifically the grounded theory method. Data were collected through 25 semi-structured interviews with preschool teachers and educators who had valuable experiences related to the research topic using purposive sampling (snowball), and were analyzed in three main stages: open, axial, and selective coding. Interview data analysis revealed five main categories which affect educational games based on social skill development model; namely, causal factors, contextual factors, intervening factors, strategies, and advantages. It is concluded that proper implementation of a game-based social skills curriculum and paying attention to its various elements can lead to a child's physical, mental, and sensory development.