Let Them Play: A Social-Emotional Play Intervention to Negate Adverse Behaviors of Kindergarten Students

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 1
  In Roundtable Session: Play and Learning

Abstract

In recent decades legislative mandates have minimized developmentally appropriate play in early childhood as the accountability and standardization movement took priority. Likewise, as play decreased, adverse behaviors increased. This mixed methods study analyzed the effects of play as a supplement to a didactic SEL program (Promoting Alternate Thinking Strategies), specifically examining the minimization of adverse behaviors in kindergarten (aggression, opposition, avoidance, disruption, and dissociation). Through a control (SEL only) versus experimental (SEL followed by a play intervention) research design, a MANCOVA determined the effect of the play intervention on student behavior with consideration of students’ gender, race, and former pre-kindergarten experience. Additionally, teacher focus groups provided qualitative data regarding observed behaviors, providing further insight into the effect of the intervention.

Authors

• Kyler P. Leiter, Mount Saint Mary's University

• Molly S. Dunn, Notre Dame of Maryland University