Which Types of Body-Oriented Interventions Promote Preschoolers' Social-Emotional Competence? A Systematic Review

There has been a recent increase in body-oriented interventions implemented in educational contexts. Body-oriented interventions are grounded on the body-mind relationship, involving body and movement awareness and expression. In this systematic review of the literature on body-oriented intervention...

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Bibliographic Details
Published in:Healthcare (Basel) 2022-11, Vol.10 (12), p.2413
Main Authors: Dias Rodrigues, Andreia, Cruz-Ferreira, Ana, Marmeleira, José, Laranjo, Luís, Veiga, Guida
Format: Article
Language:English
Subjects:
Behavior
Dance
early childhood education
emotional development
Emotions
Emotions in children
Exercise
Intervention
Mind and body
mind–body
Physical fitness
Preschool children
Preschool education
Psychological aspects
Psychological research
Review
Social aspects
social functioning
Social skills in children
Systematic review
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Summary:There has been a recent increase in body-oriented interventions implemented in educational contexts. Body-oriented interventions are grounded on the body-mind relationship, involving body and movement awareness and expression. In this systematic review of the literature on body-oriented interventions implemented in preschool contexts, we review the scope and quality of the quantitative evidence of each type of body-oriented intervention regarding social-emotional competence. Seven databases were searched for randomized controlled trials (RCTs) and quasi-RCTs. Seven core body-oriented intervention programs were found (e.g., play, relaxation, and psychomotricity). Play programs were the most studied and appear to be the most effective to improve social-emotional competence. Nevertheless, the level of scientific evidence was compromised by the lack of studies with high methodological quality.
ISSN:2227-9032
2227-9032
DOI:10.3390/healthcare10122413