Effects of an Unstructured Free Play and Mindfulness Intervention on Wellbeing in Kindergarten Students
| Autor: | Regina Lee, Shelly Lane, Anson Tang, Cynthia Leung, Stephen Kwok, Lobo Louie, Graeme Browne, Sally Chan |
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| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Male
Mindfulness mindfulness Health Toxicology and Mutagenesis media_common.quotation_subject Psychological intervention lcsh:Medicine Article preschool unstructured play Developmental psychology Intervention (counseling) Humans 0501 psychology and cognitive sciences kindergarten Child Students physical media_common Schools social and emotional wellbeing Disruptive behavior 05 social sciences Stressor lcsh:R Public Health Environmental and Occupational Health 050301 education Mental health loose parts play Mental Health Free play Child Preschool Happiness Hong Kong Female Erratum Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | International Journal of Environmental Research and Public Health Volume 17 Issue 15 International Journal of Environmental Research and Public Health, Vol 17, Iss 5382, p 5382 (2020) |
| ISSN: | 1660-4601 |
| DOI: | 10.3390/ijerph17155382 |
| Popis: | Play is known as the core occupation of young children as it lays a foundation for their early development and physical, emotional and social wellbeing. Literature suggests that unstructured free play and mindfulness interventions may independently promote wellbeing among preschoolers. However, there is no clear evidence of their combination in supporting wellness in early learning environments. We conducted a quasi-experimental study with 42 children aged four to six years, attending two kindergartens in Hong Kong. The intervention included unstructured play with non-directional loose parts (play materials), conducted outdoors for one hour daily followed by a mindfulness intervention for 10 min per day indoors. The intervention lasted for five consecutive days. We examined happiness and aspects of playfulness before and after the intervention, finding a significant increase in all areas. Given greater freedom in play choice, children showed more disruptive behaviors during unstructured play than the control group engaging in recess as usual. We conclude that unstructured play in addition to mindfulness intervention is effective in promoting students’ happiness and playfulness, both of which may help maintain mental health and wellbeing amid stressors such as transition and separation. The increased disruptive behavior requires additional investigation. |
| Databáze: | OpenAIRE |
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