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Impact of Child-Centered Play Therapy on the Mindful Expressions and Social-Emotional Competencies of Head Start Preschoolers

In this pilot study, we examined the impact of child-centered play therapy (CCPT) on the social and emotional functioning and mindful expressions of preschoolers in Head Start preschool programs. Participants were 23 children from two Head Start preschool programs in the southwestern United States a...

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Bibliographic Details
Published in:International journal of play therapy 2024-04, Vol.33 (2), p.67-80
Main Authors: Robinson, Hannah B., Ray, Dee C., Lemberger-Truelove, Matthew
Format: Article
Language:English
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Summary:In this pilot study, we examined the impact of child-centered play therapy (CCPT) on the social and emotional functioning and mindful expressions of preschoolers in Head Start preschool programs. Participants were 23 children from two Head Start preschool programs in the southwestern United States and were referred by school personnel for behavioral or academic concerns (18 males, five females; ages 3-5 years, Mage = 3.74 years). The sample consisted of one (4.3%) Black, five (21.7%) White, 14 (60.9%) Latino, and three (13%) multiracial children. Participants were randomly assigned to the CCPT experimental group (n = 11) or a wait-list control group (n = 12). Results of the independent-samples t tests revealed statistically significant improvement in preschool children's empathy and responsibility for children who participated in CCPT. Practically significant findings revealed that CCPT may influence specific mindful expressions including curiosity and openness as well as overall social-emotional competence, emotional knowledge and expression, and empathy and responsibility in Head Start preschool children. The results of this study may support the effectiveness of CCPT with disadvantaged preschool children.
ISSN:1555-6824
1939-0629
DOI:10.1037/pla0000216