How Board Games Help Children With Developmental Delays Build Emotional Regulation

More broadly, reviews of board‑game interventions indicate positive effects across multiple domains, including educational knowledge, cognitive functions, and behavioral outcomes in children . Board games provide motivating and engaging contexts that encourage children to practice executive functions and interpersonal skills.

Evidence From Studies in Taiwan

Several studies conducted in Taiwan have explored the educational value of board games for children with developmental delays and other special needs.

One single‑case experimental study by Chuang (2022) investigated the effects of board‑game instruction on the social skills of a five‑year‑old preschooler with developmental delay. Using a multiple‑probe design across behaviors, the study targeted two key behaviors: following game rules and tolerating frustration. Results showed immediate and sustained improvements in both behaviors after the board‑game intervention, suggesting that gameplay can help children learn to manage emotional responses within structured activities .

Another study examined the effectiveness of a board‑game program for three preschool children with developmental delays placed in general education classrooms. Using a single‑subject A‑B‑C experimental design, researchers conducted board‑game sessions three times per week for ten weeks. Observations indicated improvements in several social skills, including accepting outcomes, responding appropriately to others, participating in activities, and following group rules . These abilities are closely linked to emotional regulation in social contexts.

Board games have also been used to support cognitive and problem‑solving development. For example, an action‑research study using the board game “Dirty Pig” implemented an eight‑week instructional program for a preschool child with developmental delay. Through modified gameplay and adaptive teaching strategies, the child demonstrated improvements in problem‑solving approaches and a more positive attitude toward challenging tasks .

Family‑centered interventions have also been explored. One quasi‑experimental study involving thirteen children aged four to under seven with cognitive developmental delays examined a family‑centered board‑game program. Results indicated significant improvements in areas such as language knowledge, everyday problem solving, attention, and communication, suggesting that parent‑child board‑game activities may support early development and learning at home .

In addition to intervention research, survey studies show that many early childhood educators already integrate board games into their teaching practice. A questionnaire study of 148 kindergarten teachers in New Taipei City found that educators frequently use card‑based and tabletop games to increase peer interaction and engagement among children with developmental delays . Teachers generally reported positive outcomes, particularly in social interaction and participation.

Further educational analyses also indicate that board‑game interventions can improve emotional awareness, reduce problematic emotional behaviors, and support children’s ability to express needs and regulate feelings when guided by teachers and peers .

Implications for Emotional Regulation

Taken together, the research suggests that board‑game activities can support several abilities closely tied to emotional regulation in young children with developmental delays. These include:

• waiting for turns and delaying gratification
• accepting winning or losing outcomes
• following rules and group expectations
• cooperating and communicating with peers
• managing frustration during challenging tasks

Because board games naturally involve social interaction, uncertainty, and rule‑based decision making, they create frequent opportunities for children to practice regulating emotions in real time. When educators incorporate prompts, visual supports, peer modeling, and reinforcement, these learning opportunities become even more effective .

Research Gaps and Future Directions

Despite promising findings, relatively few empirical studies focus specifically on emotional regulation as the primary outcome of board‑game interventions for children with developmental delays. Most existing studies examine related outcomes such as social skills, rule‑following, cognitive abilities, or participation behaviors .

Future research could address this gap by directly measuring emotional regulation variables—such as frustration tolerance, emotional expression, and self‑control—during board‑game interventions. Longitudinal studies would also help determine whether improvements observed in gameplay transfer to other everyday social situations.

Overall, current evidence suggests that board games can serve as practical and engaging tools in early intervention programs. When thoughtfully designed and supported by educators or caregivers, they offer young children with developmental delays meaningful opportunities to practice the emotional and social skills necessary for successful participation in group settings.