Play as Pedagogy: Increasing Achievement and Decreasing Sedentary Behavior in Title I Kindergartens

• In Event: Play, Maker Space, and Designerly Ways of Knowing

Abstract

This study explored the hypothesis that children, especially those from low socioeconomic backgrounds, will show greater gains when movement and play are used as a pedagogical approach. The percentage of time spent in sedentary behavior during the school day was negatively correlated with overall reading (r=-.48, p=.02) and math scores (r=-.49, p=.02) at post-test, and the intervention group spent significantly less time in sedentary behavior (4% vs 9%, p=.02). This could suggest that reduction of sedentary time, rather than increases in physical activity, may be more associated with academic performance. All scores were significantly better in the intervention group except for the parent executive function score, which is reasonable as this analysis measured physical activity during the school day.

Authors

• Karyn A Allee, Mercer University

• Jeanette Garcia, University of Central Florida