Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance.

Detalhes bibliográficos
Autor(a) principal: Sarnadinha, Andreia
Data de Publicação: 2018
Outros Autores: Pereira, Catarina, Cruz-Ferreira, Ana, Fernandes, Jorge, 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/10174/24479
https://doi.org/10.1186/s12913-018-3444-8
https://doi.org/doi.org/10.1186/s12913-018-3444-8
Resumo: Background The preschool years represent a critical time period for the develop- ment of children’s executive functioning and socio-emotional compe- tences [1] and therefore it is the ideal period for the stimulation of these competencies [2, 3]. Interventions with children in preschool age should privilege spontaneity, creativity and play as a method of learning and stimulation [4, 5]. Psychomotor therapy and Creative Dance are two therapeutic approaches based on these principles [5, 6]. However, to date, no research has been done comparing the ef- fects of Psychomotor therapy and Creative Dance. Objective The aim of this study was to examine the feasibility and the impact of two intervention programs, Psychomotor therapy versus Creative Dance, on the executive and socio-emotional functioning of pre- schoolers. Methods Fifty preschool children (M = 4.04 years; SD = 0.67) were divided into two intervention groups and a control group. An experimental group participated in 24 Psychomotor therapy sessions, mainly involving sensorimotor activities and games with rules. The other experimental group participated in 24 Creative Dance sessions. The control group maintained daily life activities. Cold executive functions, hot execu- tive functions, externalized and internalized behaviours and aggres- siveness were evaluated. Results The intervention programs were well tolerated by pre-school aged children. No significant differences were found in terms of intra- and inter-observer comparisons, except in the control group (p < 0.05). Cold executive functions were negatively correlated to reactive ag- gressiveness (r = -0.408, p = 0.003).Conclusions The results suggest that both programs were feasible and well toler- ated in this age group, but their benefits were not evident. Increased working memory was associated with decreased levels of reactive aggression. This study alerts to the need for further research focused on pre-schoolers’ executive and socio-emotional functioning, particu- larly on the effects of interventions programs.
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spelling Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance.Executive functionsMental healthMind-body therapiesPsycho- motor interventionBackground The preschool years represent a critical time period for the develop- ment of children’s executive functioning and socio-emotional compe- tences [1] and therefore it is the ideal period for the stimulation of these competencies [2, 3]. Interventions with children in preschool age should privilege spontaneity, creativity and play as a method of learning and stimulation [4, 5]. Psychomotor therapy and Creative Dance are two therapeutic approaches based on these principles [5, 6]. However, to date, no research has been done comparing the ef- fects of Psychomotor therapy and Creative Dance. Objective The aim of this study was to examine the feasibility and the impact of two intervention programs, Psychomotor therapy versus Creative Dance, on the executive and socio-emotional functioning of pre- schoolers. Methods Fifty preschool children (M = 4.04 years; SD = 0.67) were divided into two intervention groups and a control group. An experimental group participated in 24 Psychomotor therapy sessions, mainly involving sensorimotor activities and games with rules. The other experimental group participated in 24 Creative Dance sessions. The control group maintained daily life activities. Cold executive functions, hot execu- tive functions, externalized and internalized behaviours and aggres- siveness were evaluated. Results The intervention programs were well tolerated by pre-school aged children. No significant differences were found in terms of intra- and inter-observer comparisons, except in the control group (p < 0.05). Cold executive functions were negatively correlated to reactive ag- gressiveness (r = -0.408, p = 0.003).Conclusions The results suggest that both programs were feasible and well toler- ated in this age group, but their benefits were not evident. Increased working memory was associated with decreased levels of reactive aggression. This study alerts to the need for further research focused on pre-schoolers’ executive and socio-emotional functioning, particu- larly on the effects of interventions programs.BMC Health Services Research2019-02-06T15:28:31Z2019-02-062018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/24479https://doi.org/10.1186/s12913-018-3444-8http://hdl.handle.net/10174/24479https://doi.org/doi.org/10.1186/s12913-018-3444-8engSarnadinha, A., Pereira, C., Cruz-Ferreira, A., Fernandes, J. & Veiga, G. (2018) Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance. (abstract) BMC Health Services Research 18(Suppl 2):684asarnadinha@gmail.comclnp@uevora.ptanacf@uevora.ptjorgef@uevora.ptgveiga@uevora.pt553Sarnadinha, AndreiaPereira, CatarinaCruz-Ferreira, AnaFernandes, JorgeVeiga, Guidainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:17:32Zoai:dspace.uevora.pt:10174/24479Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:15:08.998686Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance.
title Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance.
spellingShingle Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance.
Sarnadinha, Andreia
Executive functions
Mental health
Mind-body therapies
Psycho- motor intervention
title_short Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance.
title_full Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance.
title_fullStr Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance.
title_full_unstemmed Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance.
title_sort Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance.
author Sarnadinha, Andreia
author_facet Sarnadinha, Andreia
Pereira, Catarina
Cruz-Ferreira, Ana
Fernandes, Jorge
Veiga, Guida
author_role author
author2 Pereira, Catarina
Cruz-Ferreira, Ana
Fernandes, Jorge
Veiga, Guida
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Sarnadinha, Andreia
Pereira, Catarina
Cruz-Ferreira, Ana
Fernandes, Jorge
Veiga, Guida
dc.subject.por.fl_str_mv Executive functions
Mental health
Mind-body therapies
Psycho- motor intervention
topic Executive functions
Mental health
Mind-body therapies
Psycho- motor intervention
description Background The preschool years represent a critical time period for the develop- ment of children’s executive functioning and socio-emotional compe- tences [1] and therefore it is the ideal period for the stimulation of these competencies [2, 3]. Interventions with children in preschool age should privilege spontaneity, creativity and play as a method of learning and stimulation [4, 5]. Psychomotor therapy and Creative Dance are two therapeutic approaches based on these principles [5, 6]. However, to date, no research has been done comparing the ef- fects of Psychomotor therapy and Creative Dance. Objective The aim of this study was to examine the feasibility and the impact of two intervention programs, Psychomotor therapy versus Creative Dance, on the executive and socio-emotional functioning of pre- schoolers. Methods Fifty preschool children (M = 4.04 years; SD = 0.67) were divided into two intervention groups and a control group. An experimental group participated in 24 Psychomotor therapy sessions, mainly involving sensorimotor activities and games with rules. The other experimental group participated in 24 Creative Dance sessions. The control group maintained daily life activities. Cold executive functions, hot execu- tive functions, externalized and internalized behaviours and aggres- siveness were evaluated. Results The intervention programs were well tolerated by pre-school aged children. No significant differences were found in terms of intra- and inter-observer comparisons, except in the control group (p < 0.05). Cold executive functions were negatively correlated to reactive ag- gressiveness (r = -0.408, p = 0.003).Conclusions The results suggest that both programs were feasible and well toler- ated in this age group, but their benefits were not evident. Increased working memory was associated with decreased levels of reactive aggression. This study alerts to the need for further research focused on pre-schoolers’ executive and socio-emotional functioning, particu- larly on the effects of interventions programs.
publishDate 2018
dc.date.none.fl_str_mv 2018-01-01T00:00:00Z
2019-02-06T15:28:31Z
2019-02-06
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10174/24479
https://doi.org/10.1186/s12913-018-3444-8
http://hdl.handle.net/10174/24479
https://doi.org/doi.org/10.1186/s12913-018-3444-8
url http://hdl.handle.net/10174/24479
https://doi.org/10.1186/s12913-018-3444-8
https://doi.org/doi.org/10.1186/s12913-018-3444-8
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Sarnadinha, A., Pereira, C., Cruz-Ferreira, A., Fernandes, J. & Veiga, G. (2018) Preschooler’s executive and socio-emotional functioning: effects of two intervention programs- Psychomotor therapy and Creative Dance. (abstract) BMC Health Services Research 18(Suppl 2):684
asarnadinha@gmail.com
clnp@uevora.pt
anacf@uevora.pt
jorgef@uevora.pt
gveiga@uevora.pt
553
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv BMC Health Services Research
publisher.none.fl_str_mv BMC Health Services Research
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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