PSYCHOMOTOR EDUCATION, RHYTHM, AND PLAY: FACTORS ENHANCING SOCIO-EMOTIONAL DEVELOPMENT IN PRESCHOOL EDUCATION

Papadimitropoulou Panagoula, Katsis Ilias, Zaragas Harilaos, Emmanouil Skordilis, Paschalina Chatzipetrou, Theodoula Tsodoulou

Abstract


Socio-emotional development in preschool is a fundamental factor for school adjustment, psychological well-being, and the quality of interpersonal relationships. Contemporary pedagogical and developmental approaches recognize the importance of psychomotor education, rhythm, and play as key mechanisms through which children regulate emotion, behavior, and their social functioning. Purpose: To investigate the impact of a structured psychomotor and rhythmic intervention, embedded in a theatrical and play-based framework, on the socio-emotional development of preschool children, with an emphasis on intrapersonal and interpersonal adjustment as well as the reduction of maladaptive behaviors. Methodology: The research was based on an experimental design with an intervention group and a control group, using repeated measurements before and after the implementation of the program. Children in the intervention group participated in a structured psychomotor activity program combining rhythm, movement, and theatrical play, while indicators of socio-emotional adjustment and maladaptive behavior were assessed. Results: The results showed statistically significant Group × Time interactions and medium to large effect sizes in favor of the intervention group. A significant increase in intrapersonal and interpersonal adjustment was observed, along with a significant reduction in aggression, delinquent behavior, and emotional difficulties. Conclusions: The findings suggest that psychomotor education, when systematically incorporating rhythm and dramatic play, is a powerful pedagogical tool for enhancing socio-emotional development in preschool education. The inclusion of such programs in the kindergarten curriculum can contribute substantially to the creation of emotionally safe and socially supportive learning environments).


Keywords


psychomotor education, rhythm, theatrical play, socio-emotional development, preschool education

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v11i1.6650

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