From Play to Progress: Student Learning of Social Skills with a Solution-Focused Approach

Round 1

Reviewer 1 Report (Previous Reviewer 1)

Comments and Suggestions for Authors

The paper has been substantially improved by the authors  after the first revision. All the suggestions have been answered with solvency.

Author Response

Comments 1: The paper has been substantially improved by the authors after the first revision. All the suggestions have been answered with solvency.

Response 1: Thank you so much for taking valuable time and great effort in reviewing this article, We are so grateful for your comments and suggestions for helping us to improve our article. We appreciate your time and your feedback.

Reviewer 2 Report (New Reviewer)

Comments and Suggestions for Authors

From the structure of the article, I understand that the authors have incorporated major changes to the article. The article is generally coherent and logically structured. 

In agreement with the reviewer, a more detailed description of the method and, above all, of the data analysis (what process was followed and, especially, a clear definition of the categories and how they were obtained) is missing. The discussion of the article could also be improved. 

 

Author Response

Comments 1:  a more detailed description of the method and, above all, of the data analysis (what process was followed and, especially, a clear definition of the categories and how they were obtained) is missing. The discussion of the article could also be improved. 

Response 1: Thank you so much for taking valuable time and great effort in reviewing this article, We are so grateful for your comments and suggestions for helping us to improve our article. We appreciate your time and your feedback. 

A more detailed description of the method in Page 8 lines 353-375 with the track of changes.

Further improvement in discussion section in page 12-13, lines 573-629.

 

Author Response File: Author Response.pdf

This manuscript is a resubmission of an earlier submission. The following is a list of the peer review reports and author responses from that submission.

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

This research analyses the impact of an intervention on the development of interpersonal competences at an early age. This research is of great interest. However, it has important weaknesses. In particular, the methodology section needs to be thoroughly revised. Some of the most important aspects that should be improved by the authors are:

- It is noted that no literature references are used in the material and methods section. The methodology should be as well-founded as the theoretical framework of the research.

- The educational intervention is presented before the participants. This limits the understanding of the context of the intervention. Moreover, the participating teachers are not described.

- Content analysis is applied but the categorisation process is not sufficiently detailed. There is also no mention of procedures to ensure reliability in the process. However, this is very important in the analysis of qualitative data.

 

Finally, engaging interest in the likes or hobbies of others can increase appreciation for them. However, this is limited in order to affirm the development of interpersonal competences. In the framework of sustainability, the focus of interpersonal competencies is dealing with group conflicts and facilitating collaboration and participation in problem solving (Wiek et al., 2011). However, the proposed intervention is not oriented towards participants negotiating or reaching consensus. A more problematised situation or context would be necessary because this is what gives value to the solution-focused approach.

Author Response

Comment 1: It is noted that no literature references are used in the material and methods section. The methodology should be as well-founded as the theoretical framework of the research.

Response 1: Thank you for pointing out this. We agree with your point. Therefore, we have made the following updates and changes with literature references. We also added additional descriptions of the research method in the method section. Please see pages 9-10, lines 411-451. Please see the detailed updates in the attached file and the revised version.

Comment 2: The educational intervention is presented before the participants. This limits the understanding of the context of the intervention. Moreover, the participating teachers are not described.

Response 2: Thank you for your constructive suggestions! Now we move the participants section before the educational intervention part. Additionally, we added the descriptions for participating teachers. Please see the updates on pages 7, 8, and 9. The teacher’s information is added to the text on page 7, lines 350-351.

Comment 3: Content analysis is applied but the categorization process is not sufficiently detailed. There is also no mention of procedures to ensure reliability in the process. However, this is very important in the analysis of qualitative data.

Response 3: Thank you for your valuable suggestions! We added a detailed description and procedure in the method section to provide sufficient details to ensure the reliability of this study. Please see the updated text on pages 9-10, lines 411-455.

Comment 4: Finally, engaging interest in the likes or hobbies of others can increase appreciation for them. However, this is limited in order to affirm the development of interpersonal competencies. In the framework of sustainability, the focus of interpersonal competencies is dealing with group conflicts and facilitating collaboration and participation in problem-solving (Wiek et al., 2011). However, the proposed intervention is not oriented toward participants negotiating or reaching a consensus. A more problematized situation or context would be necessary because this is what gives value to the solution-focused approach.

Response 4: Thank you for pointing out the various important aspects of interpersonal competency definition. We added additional text based on your suggestion.  Please see pages 2-3, Lines 94-99:
Given the significant role of appreciation in fostering interpersonal relationships and competency development, this study aims to explore interpersonal competency learning by building upon four key components from the OECD's definition [8], while adding appreciation as a crucial element. The five key components we focused on are: (1) interpersonal communication skills, (2) the ability to relate well to others, (3) the ability to cooperate, (4) the ability to manage and resolve conflicts, and (5) appreciation.

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

A timely article on Play. The article would be better if: 

1. Diagram or model that could visually represent how the theories are integrated. 

2. There is a need for more current articles as references show too many beyond the last five years. 

3. A need to elaborate on how the process of Content Analysis was conducted. How are the themes and categories identified? 

4. Required proofreading to maintain a formal and objective tone to the article. 

5. Kindly be consistent in term of APA citation (6th or 7th?)

6. Do check on punctuation, alignment, etc., e.g., ( [8 ) missing bracket. 

7. Use active voice over the passive voice to make sentence sound direct. 

8. Choice of words: Avoid using "seems", "appears" or "may" 

9. Check also citation like Wiek et al. [4] in 2011. - the year should be removed. 

 

Comments on the Quality of English Language

Overall, comprehensible. However, will be important to proofread before resubmitting. 

Author Response

Comment 1: Diagram or model that could visually represent how the theories are integrated. 

Response 1: Thank you so much for the suggestion of adding a diagram. Responding to this comment, we added additional text. We now have added one diagram to illustrate the theories and key concepts. Please see the added diagram on page 6.

Comment 2: There is a need for more current articles as references show too many beyond the last five years. 

Response 2. Thank you for pointing out this! We added more recent articles as references for this article. Please see the added references in the revised version.

Comment 3: A need to elaborate on how the process of Content Analysis was conducted. How are the themes and categories identified? 

Response 3: Thank you for pointing our this. Literature references have been added in the material and methods section. We also added additional descriptions of the research method and process in the method section. Please see the updates on pages 7, 8, and 9. The teacher’s information is added to the text on page 7, lines 350-351.

Comment 4: Required proofreading to maintain a formal and objective tone to the article.

Response 4: Thank you for your suggestions! We are now sent to language proofreading to make sure to maintain a formal and objective tone for the article.

Comment 5: Kindly be consistent in term of APA citation (6th or 7th?)

Response 5: Thank you for your suggestions! We went through the whole article to use the same citation style for the article.

Comment 6: Do check on punctuation, alignment, etc., e.g., ( [8 ) missing bracket. 

Response 6: 

Thank you for your careful checking! We checked the punctuation, and alignment in the whole article. On Page 2: have added [8]…are (1) the ability to relate well to others; (2) the ability to cooperate; (3) the ability to manage and resolve conflicts [8].

Comment 7: Use active voice over the passive voice to make the sentence sound direct. 

Response 7: Thank you for your suggestions! We went through the whole article to change all the passive voice to active voice for the article. Additionally, we sent it for proofreading to make sure about this aspect.

Comment 8: Choice of words: Avoid using "seems", "appears" or "may" 

Response 8: 

Thank you for your valuable suggestions!Now, words such as “seems”, “appears”, or “may” have been removed from the text:

On page 3:

During the explanation and demonstration of the play, teachers provide examples of constructive questions to ask, emphasizing the importance of positive inquiries, while advising against questions that could elicit negative feelings.

On page 5:

Second, students are encouraged to use SFA questions that stimulate positive emotions and cognitive engagement.

On page 6:

Students can choose to practice and apply the activity at home by interviewing their parents, grandparents, siblings, neighbors, or anyone they want to know more about, using the same types of questions mentioned above.

On page 12:

Although this play looks very simple, it has brought  great joy and learning to everyone.

On page 13:

Notably, the students look happier, and conflicts have decreased, leading to improved adherence to classroom rules

On page 17:

The sample size was relatively small and specific to a particular educational context, which limits the generalizability of the findings.

Comment 9: Check also citation like Wiek et al. [4] in 2011. - the year should be removed. 

Response 9: 

Thank you for your suggestions! Now, the year 2011 has been removed from the text on page 2, line 46.

Interpersonal competency, proposed by Wiek et al. [4], is highlighted as essential for advancing social sustainability within the framework of SDG4. This competency has significant implications for individuals' personal lives, well-being, work, and society.

 

Author Response File: Author Response.pdf

Round 2

Reviewer 1 Report

Comments and Suggestions for Authors

The paper has been improved, without resolving the major weakness, which is the methodological basis for assessing interpersonal competencies. Educational research, including the OECD approach, focuses these competencies on cooperate with others, advocate and influence, resolve conflict and negotiate, guide others. If the paper focuses on appreciation, it would be interesting not to frame it in these competencies or in the solution-focused approach.

 

Author Response

Comment: The paper has been improved, without resolving the major weakness, which is the methodological basis for assessing interpersonal competencies. Educational research, including the OECD approach, focuses these competencies on cooperate with others, advocate and influence, resolve conflict and negotiate, guide others. If the paper focuses on appreciation, it would be interesting not to frame it in these competencies or in the solution-focused approach.

Response: 

Thank you for pointing out this. Responding to this comment, we carefully examined the article again and made it clear how interpersonal competency is defined in our study. Your main point is that we should focus on the key concept of “interpersonal competency” instead of the concept of “appreciation”. We fully agree with you that our main focus is on interpersonal competency. “Appreciation” is only a small part that can be integrated into the “interpersonal competencies”. Now we understand better what you meant in your comments. Thank you for pointing out this again to us. Here is our revised text on page 3, lines 96-108:

Interpersonal competency, as highlighted by Wiek et al. [4], plays a critical role in promoting social sustainability. This competency profoundly affects individuals' personal growth, well-being, professional success, and contributes to broader societal cohesion. Appreciation plays a crucial role in building interpersonal relationships and serves as a foundation for developing interpersonal competencies. Building on McConnell's [9] definition of interpersonal competency as a specific communication ability essential for interacting with others, and incorporating the three core elements of the OECD's framework, we broaden the concept of interpersonal competency. Our framework in this study emphasizes five key components: (1) communication skills, (2) the ability to relate well to others, (3) cooperation, (4) conflict management and resolution, and (5) appreciation. This expanded definition offers a more holistic view of how interpersonal competencies can be developed within educational settings, enhancing social interactions.

Additionally, we modified the research theoretical framework diagram in Figure 1 on Page 7.