Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors

Abstract

Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention condition or a wait-list control condition. In the intervention condition, during one school year, 160 children experienced eight modules of basic concepts in positive psychology that were adapted to the developmental characteristics of young children and were compared to 155 children in demographically similar control classrooms. Children were administered a pre-test and post-test of subjective well-being measures. In addition, children’s mental health and emotional well-being were measured by parental questionnaires. Preschool teachers completed questionnaires concerning children’s learning behaviors. The findings showed significant increases in subjective well-being and positive learning behaviors among the intervention participants, with no significant changes in the control group. The results highlight the potential of positive psychology interventions for increasing subjective well-being and a positive approach to learning at young ages.

Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children

“…The findings have several major implications for language learning and second language learning. First, the present study has extended the application of positive psychology in language learning and early childhood classroom by demonstrating close links between the EMPATHICS model and English language learning in kindergarten, in addition to direct instruction, on positive psychology as investigated by Kristjánsson (2012) and Shoshani and Slone (2017). This finding stimulates further research in this area, particularly in investigating the underlying mechanisms of these phenomena.…”

Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

“…In light of the results obtained in the present research study, the need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal, social and emotional competences, are underlined (Cherniss, 2010;Hunagund and Hangal, 2014;Herrera et al, 2017;Szczygieł and Mikolajczak, 2017;Corcoran et al, 2018;Cvencek et al, 2018). For this, the application of the principles derived from Positive Psychology in the education field would be an adequate strategy (Suldo et al, 2015;Chodkiewicz and Boyle, 2017;Domitrovich et al, 2017;Shoshani and Slone, 2017). Thus, intellectual, procedural and emotional aspects have to be worked on in learning, the latter being clear drivers of learning.…”

Controlled randomized trial of walking exercise with positive education on cardiovascular fitness and happiness in retired older adults

“…Central to maintaining good walking exercise habits are the strong social and emotional skills provided by positive education that help establish and promote strong relationships of the self with others. Supportive relationships and positive emotions have been linked with good social engagement and achievement persistence . The positive education designed for the PEPWET group provided older adults with a successful walking exercise experience, knowledge, and skills for forming and functioning in a social support network, and a workshop for enhancing positive emotions.…”