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

• Autor(a) principal: Dias Rodrigues, Andreia
• Data de Publicação: 2022
• Outros Autores: Cruz-Ferreira, Ana, Marmeleira, José, Laranjo, Luís, Veiga, Guida
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10174/33602; https://doi.org/Dias Rodrigues, A., Cruz-Ferreira, A., Marmeleira, J., Laranjo, L., & Veiga, G. (2022). Which Types of Body-Oriented Interventions Promote Preschoolers’ Social-Emotional Competence? A Systematic Review. Healthcare, 10(12), 2413. MDPI AG. http://dx.doi.org/10.3390/healthcare10122413; https://doi.org/10.3390/healthcare10122413
• topic: emotional development; social functioning; early childhood education; mind–body; play

There has been a recent increase in body-oriented interventions implemented in educational contexts. Body-oriented interventions are grounded on the body–mind relationship, involving body and movement awareness and expression. In this systematic review of the literature on body-oriented interventions implemented in preschool contexts, we review the scope and quality of the quantitative evidence of each type of body-oriented intervention regarding social-emotional competence. Seven databases were searched for randomized controlled trials (RCTs) and quasi-RCTs. Seven core body-oriented intervention programs were found (e.g., play, relaxation, and psychomotricity). Play programs were the most studied and appear to be the most effective to improve social-emotional competence. Nevertheless, the level of scientific evidence was compromised by the lack of studies with high methodological quality.