Effects of Body-Oriented Interventions on Preschoolers' Social-Emotional Competence: A Systematic Review

Abstract

Objective:A growing body of evidence supports the effectiveness of body-oriented interventions (BOI) in educational contexts, showing positive influences on social-emotional competence. Nevertheless, there is a lack of systematization of the evidence regarding preschool years. This is a two-part systematic review. In this first part, we aim to examine the effects of BOI on preschoolers' social-emotional competence outcomes.Data Sources:Searches were conducted in Pubmed, Scopus, PsycInfo, ERIC, Web of Science, Portal Regional da BVS and CINAHL.Eligibility Criteria:English, French and Portuguese language articles published between January 2000 and October 2020, that evaluated the effects of BOI implemented in educational contexts on social-emotional competence of preschool children. Only randomized controlled trials (RCT) or quasi-RCT were included.Data Extraction and Synthesis:Two reviewers independently completed data extraction and risk-of-bias assessment. The level of scientific evidence was measured through the Best Evidence Synthesis.Results:Nineteen studies were included. There was strong evidence that BOI do not improve anger/aggression, delay of gratification and altruism. Nevertheless, there was moderate evidence that BOI effectively improve other social-emotional outcomes, such as empathy, social interaction, social independence, general internalizing behaviors, and general externalizing behaviors. The lack of scientific evidence was compromised by the methodological quality of the studies.Conclusion:BOI effectively improve specific social-emotional competences of preschool children.Systematic Review Registration:PROSPERO, identifier CRD42020172248.

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

“…A summary of the methods will be presented in this paper. The full details are outlined in Dias Rodrigues and colleagues’ [ 11 ] systematic review.…”

“…Outcomes were grouped considering their definition and measurement (see Dias Rodrigues et al [ 11 ]), following Mayo-Wilson [ 23 ], Saldanha [ 24 ] and colleagues’ suggestions. Afterwards, for each type of body-oriented interventions found, 3 categories were determined: (a) social-emotional outcomes; (b) child’s play; and (c) child’s behaviors.…”

“…Body-oriented interventions focus on the premise that movement and emotional functioning are associated, and include a broad scope of approaches, such as psychomotricity, relaxation, play and dance [ 11 , 12 ]. Body-oriented interventions put the emphasis on the body as a central arena to the emotional experience, both in a personal and relational approach [ 12 , 13 , 14 ].…”

“…Results from a prior systematic review [ 11 ] revealed moderate evidence that body-oriented intervention programs improve preschoolers’ social-emotional competence (empathy and social interaction), and internalizing and externalizing behaviors. Moreover, results consistently indicated strong scientific evidence for the absence of effects in preschoolers’ ability to delay gratification, as well as on altruistic and aggressive behavior.…”

“…Contrary to a previous systematic review which followed a general approach of body-oriented interventions [ 11 ], the present systematic review focuses on each type of body-oriented intervention. Therefore, the aim of the current study is to examine the strength of scientific evidence regarding the effects of each type of body-oriented interventions on preschoolers’ social-emotional competence.…”