Effects of body-oriented interventions on preschoolers social-emotional competence: a systematic review protocol.

Abstract

Several studies support the effectiveness of body-oriented interventions in the educational context, showing positive effects on children’s social-emotional competence, such as self-regulation and social competence. Despite the increase of scientific evidence, there is a lack of systematization, specifically regarding preschool years. This chapter summarizes a systematic review protocol that aims to systematize the scientific evidence regarding the effectiveness of body-oriented interventions on preschoolers’ social-emotional competence. The review structure follows PRISMA guidelines. The selection criteria were: papers written in English, French and Portuguese, published after the year 2000; participants’ age between 3 and 7 years old; intervention programs focused on body-oriented approaches (e.g., play, relaxation) in at least one experimental group; to analyze the effects of interventions on children’s social-emotional competence (e.g., self-awareness, social awareness, self-management, relationship skills, responsible decision-making); to evaluate a control or a comparison group. Only RCTs and quasi-RCTs studies carried out in the preschool setting will be included. Systematic review registration: PROSPERO CRD42020172248.