Effects of an unstructured free play and mindfulness intervention on wellbeing in kindergarten students

Regina Lai Tong LEE, Shelly Jerrine LANE, Anson Chiu Yan TANG, Cynthia LEUNG, Stephen Wai Hang KWOK, Hung Tak Lobo LOUIE, Graeme BROWNE, Sally Wai Chi CHAN

Research output: Contribution to journalArticlespeer-review

6 Citations (Scopus)

Abstract

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. Copyright © 2020 by the authors.
Original languageEnglish
Article number5382
JournalInternational Journal of Environmental Research and Public Health
Volume17
Issue number15
DOIs
Publication statusPublished - Jul 2020

Citation

Lee, R. L. T., Lane, S. J., Tang, A. C. Y., Leung, C., Kwok, S. W. H., Louie, L. H. T., . . . Chan, S. W. C. (2020). Effects of an unstructured free play and mindfulness intervention on wellbeing in kindergarten students. International Journal of Environmental Research and Public Health, 17(15). Retrieved from https://doi.org/10.3390/ijerph17155382

Keywords

  • Preschool
  • Kindergarten
  • Unstructured play
  • Loose parts play
  • Mindfulness
  • Physical
  • Social and emotional wellbeing

Fingerprint

Dive into the research topics of 'Effects of an unstructured free play and mindfulness intervention on wellbeing in kindergarten students'. Together they form a unique fingerprint.