The Effects of Child-Centered Group Play Sessions on Social-Emotional Growth of Three- to Six-Year-Old Bilingual Puerto Rican Children

Trostle, Susan L.

doi:10.1080/02568548809594932

Cited by 27 publications

(21 citation statements)

References 5 publications

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“…The more gregarious and free play notable for children given the freedom to engage in play without structure might have been interpreted by the trained raters as more disruptive. Our findings are consistent with the findings of Trostle [38]. Children in this study participated in either behavioral intervention or unstructured play across a 10-week intervention.…”

Section: Discussionsupporting

confidence: 91%

Effects of an Unstructured Free Play and Mindfulness Intervention on Wellbeing in Kindergarten Students

Lee

Lane

Tang

et al. 2020

IJERPH

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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.

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Section: Discussionsupporting

confidence: 91%

Effects of an Unstructured Free Play and Mindfulness Intervention on Wellbeing in Kindergarten Students

Lee

Lane

Tang

et al. 2020

IJERPH

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“…The most common reason for downgrading a quality rating was a lack of blinding of participants, which was difficult to achieve in this type of intervention; 46 studies (93.8%) were downgraded for this reason. Detailed characteristics of included studies 5 , 17 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 are summarized in eTables 1-5 in the Supplement .…”

Section: Resultsmentioning

confidence: 99%

“…A final subgroup of 6 17 , 64 , 65 , 69 , 71 , 75 evaluated interventions included social and personal skills training in small groups using frameworks of personal responsibility, model behavior, conflict resolution, and so on. These were especially useful in aspects of SR such as delay of gratification, effortful control, and attention.…”

Section: Resultsmentioning

confidence: 99%

“…These were especially useful in aspects of SR such as delay of gratification, effortful control, and attention. These interventions were highly effective, with only 2 65 , 71 of the 6 studies (33%) reporting a small and statistically insignificant change, while others reported 17 , 64 , 69 , 75 significant improvements in SR measures ( Figure 3 ). These interventions were focused on the aspects of SR and mostly tested the skills on task-based performance scores.…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness of Universal Self-regulation–Based Interventions in Children and Adolescents

et al. 2018

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Key Points Question What is the effectiveness of universal self-regulation–based interventions to improve self-regulation and affect health and social outcomes in children and adolescents? Findings This systematic review and meta-analysis of 49 randomized clinical trials evaluating 50 self-regulation interventions found that these interventions were effective in children and adolescents. Positive outcomes on health and social measures such as academic achievement, social skills, mental health, behavioral problems, conduct disorders, school suspensions, and substance abuse was also reported. Meaning Self-regulation interventions can be effective in children and adolescents with possible benefits in health and social outcomes.

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“…Within the Hispanic population there is variation by subgroup. Evidence suggests, for example, that Puerto Rican families in New York City are the most socially and economically deprived group (Mann & Salvo, 1985; Rogler & Malgady, 1989), whereas Dominicans in New York have comparatively higher levels of education, median household income, and labor-force participation, as well as a more recent history of immigration (Acosta-Belch & Sjostrorn, 1988;Carrasquillo, 1991).…”

Section: Familial Risk Factorsmentioning

confidence: 99%

Investigation of familial and school-based risk factors for Hispanic Head Start children.

Grossman¹,

Shigaki²

1994

American Journal of Orthopsychiatry

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The relation of familial and school-based risk factors to socioemotional and learning problems was studied in a sample of Hispanic children in Head Start programs. Socioemotional problems were found to relate most strongly to school-based solitary play, negative peer interaction, and maternal reports of child temperament, while associated learning problems related most strongly to school-based attention span. Significant gender interaction was also identified. Results support use of a culturally sensitive ecological model for assessing child behavior and hold implications for further research.

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The Effects of Child-Centered Group Play Sessions on Social-Emotional Growth of Three- to Six-Year-Old Bilingual Puerto Rican Children

Cited by 27 publications

References 5 publications

Effects of an Unstructured Free Play and Mindfulness Intervention on Wellbeing in Kindergarten Students

Effects of an Unstructured Free Play and Mindfulness Intervention on Wellbeing in Kindergarten Students

Effectiveness of Universal Self-regulation–Based Interventions in Children and Adolescents

Investigation of familial and school-based risk factors for Hispanic Head Start children.

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