Body-oriented Interventions on Preschoolers' Social-emotional Competence

Effects of Three Body-oriented Intervention Programs on Preschoolers' Social-emotional Competence

Experimental study with 4 groups (3 experimental and 1 control). Examine the effects of 3 body-oriented intervention programs on preschoolers' social-emotional competence.

Intervention programs focused on relaxation, loose parts play and combined loose parts play and relaxation, for 12 weeks with 2 30-min sessions per week.

Study Overview

• Status: Completed
• Conditions: Social-emotional Competence
• Intervention / Treatment: Other: Relaxation; Other: Loose parts play; Other: Combined

Detailed Description

To examine the chronic effects of the intervention programs, instruments were collected at baseline (pretest) and at the end of the 12-week period (post-test). To measure the acute effects, salivary cortisol was measured at the beginning and end of the 1st and the 24th sessions.

• Study Type: Interventional
• Enrollment (Actual): 62
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Portugal
  • Évora, Portugal, 7000-847
    • Andreia Dias Rodrigues

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 3 years to 6 years (Child)
• Accepts Healthy Volunteers: Yes
• Genders Eligible for Study: All

Description

Inclusion Criteria:

• participants' age between 3 and 6 years
• do not have participated in a similar intervention program within the last 6 months
• do not have a physical condition that can affect the participation in the program.

Exclusion Criteria:

• participants' age less than 3 and under 6 years
• have participated in a similar intervention program within the last 6 months
• have a physical condition that can affect the participation in the program.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Treatment
• Allocation: Non-Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

4

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Relaxation group; Relaxation program sessions had 3 phases: initial dialogue (2 min); a main section (25 min); final ritual (3 min). During the main section, participants listened and observed the therapist, who described and demonstrated all the exercises of the session, which were focused on Jacques Choque Method (Choque, 1994).	Other: Relaxation; Sessions focused on relaxations activities (Jacques Choque Method).
Experimental: Loose parts play group; Loose Parts Play program sessions had 3 phases: initial dialogue (2 min); main section (25 min); final ritual (3 min). During the main section, participants were allowed to play freely with any materials (loose parts) available in the playground.	Other: Loose parts play; Loose parts play-based sessions, with open-ended materials.
Experimental: Combined group; In the combined program, the sessions had 4 phases: initial dialogue (3 min); loose parts play moment (20 min); relaxation exercises moment (5 min); final ritual (2 min).	Other: Combined; Sessions focused on loose parts play and relaxation activities.
No Intervention: Control group; No intervention. Maintained their usual routines.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Change in Emotion discrimination	Emotion discrimination was measured through the Emotion-discrimination Task. This measurement consists in two performance tasks of increasing difficulty. In the task 1 (neutral condition) children were tested on their ability to discriminate between cars and flowers, and faces with hats versus faces with glasses. This neutral condition is not scored, since is used to check if children understood how to sort different cards. In task 2, children had a sheet in front of them with a sample drawing of one category in the top left corner (e.g. an angry face) and a drawing of the other category in the top right corner (e.g. a sad face). Then, children have six cards (with the same emotion) and one by one they have to place each card in the correct category after a demonstration. The cards that were placed correctly were counted with 1 point, with a maximum of 3 points.	1 and 12 weeks
Change in Emotion identification	Emotion identification was measured through the Emotion-identification Task. The task consists of eight drawings of facial emotion expressions, two for each emotion (happiness, sadness, fear, and anger). Then the researcher show two sheets with four drawings of facial emotion expressions on each sheet and ask to the children: "Who looks happy?", and children have to point to the drawing with the correct facial expression. Next, the researcher ask if "Is there anybody else who looks happy?". This procedure is repeated for anger, sadness, and fear. The number of emotions correctly identified was recorded, with a maximum score of 2 per emotion.	1 and 12 weeks
Change in Emotion recognition	Emotion recognition was measured thought the subscale Others' Emotion Recognition (6 items) of the Portuguese version of the Emotion Expression Questionnaire. This Subscale indicates the extent to which the child can recognise the parents' and others' emotions. Parents can rate to what degree each item is true on a 5-point scale (0=(almost) never, 1=rarely, 2=sometimes, 3=often, 4=(almost) always).	1 and 12 weeks
Change in Positive and negative emotion expression	Positive emotion expression, and negative emotion expression was measured through the Negative Emotion Expression subscale (8 items) and Positive Emotion Expression subscale (6 items) from the EEQ. Parents scored on a 5-point scale (0=(almost) never, 1=rarely, 2=sometimes, 3=often, 4=(almost) always), the frequency, intensity, and duration of child's expressions of negative emotions (e.g., anger, sadness), and positive emotions (e.g., happiness, joy). The extent to which the child can calm down from the emotional episode was also measured (1=easy; 3= difficult).	1 and 12 weeks
Change in Self-regulation	Self-regulation was measured through the Portuguese version of Head-Toes-Knees-Shoulders Task (HTKS). Using no materials, the HTKS has three sections with up to four paired behavioral rules: "touch your head" and "touch your toes"; "touch your shoulders" and "touch your knees". Child first respond naturally, but then had to perform the opposite of a dominant response (e.g., touch your head when the interviewer says "touch your toes"). This task includes three phases (each with 10 trials), and for each trial, the child received a score of 0 (incorrect), 1 (self-correct), or 2 (correct).	1 and 12 weeks
Change in Stress regulation	Stress regulation was measured through cortisol levels (mcg/dL) was quantified in saliva samples collected at the same time and in the same place where the interventions occurred, before and after the 1st and 24th sessions. Samples were collected directly from each child's mouth, without stimulation, by passive droll during 5 minutes to a polyethylene tube.	2 days
Change in Social competence	Social competence was obtained through the prosocial behaviors scale (5 items), and positive items from the peer problems scale (2 items) of the Portuguese version of Strengths and Difficulties Questionnaire (SDQ). Rated on a 3-point scale (0 = not true, 1 = somewhat true, and 2 = certainly true) the degree to which each item represented child's behavior in the last 3 months.	1 and 12 weeks
Change in Externalizing problems	Externalizing problems was obtained also through the behavior problems scale (5 items), and hyperactivity scale (5 items) of the Strengths and Difficulties Questionnaire (SDQ). Rated on a 3-point scale (0 = not true, 1 = somewhat true, and 2 = certainly true) the degree to which each item represented child's behavior in the last 3 months.	1 and 12 weeks
Change in Conflicts resolution	Conflicts resolution was measured through the conflict resolution strategies subscale (6 items) of the Portuguese version of Social Strategies Rating Scale (SSRS). Administered to teachers, which rated on a 5-point scale (1=never, 3=half of the time, 5=almost always) how often the child uses the social strategies during interactions with peers on preschool context.	1 and 12 weeks

Collaborators and Investigators

• Sponsor: University of Évora

Study record dates

Study Major Dates

• Study Start (Actual): January 2, 2022
• Primary Completion (Actual): June 9, 2022
• Study Completion (Actual): June 9, 2022

Study Registration Dates

• First Submitted: December 28, 2022
• First Submitted That Met QC Criteria: February 6, 2023
• First Posted (Actual): February 15, 2023

Study Record Updates

• Last Update Posted (Actual): February 17, 2023
• Last Update Submitted That Met QC Criteria: February 15, 2023
• Last Verified: February 1, 2023

More Information

Terms related to this study

• Other Study ID Numbers: BOICHI28122022

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No