TY - JOUR
T1 - The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on their Academic Achievements
AU - Shoval, Ella
AU - Sharir, Tal
AU - Arnon, Michal
AU - Tenenbaum, Gershon
N1 - Publisher Copyright:
© 2017, Springer Science+Business Media, LLC.
PY - 2018/5/1
Y1 - 2018/5/1
N2 - The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty 4–6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and non-verbal intelligence. The three interventions consisted of (a) a mindful movement—integrating movement in academic learning, (b) a movement for its own sake—allowing children free movement without providing academic instruction, and (c) a control condition—children engaging in their regular academic environment activities. The findings revealed that the mindful movement intervention resuted in the highest improvement in the academic achievement tests. Children engaging in movement for its own sake did not differ from the control condition. The findings support the notion that mindful movement enhances kindergarten children’s academic achievements. Possible explanations for this outcome are discussed.
AB - The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty 4–6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and non-verbal intelligence. The three interventions consisted of (a) a mindful movement—integrating movement in academic learning, (b) a movement for its own sake—allowing children free movement without providing academic instruction, and (c) a control condition—children engaging in their regular academic environment activities. The findings revealed that the mindful movement intervention resuted in the highest improvement in the academic achievement tests. Children engaging in movement for its own sake did not differ from the control condition. The findings support the notion that mindful movement enhances kindergarten children’s academic achievements. Possible explanations for this outcome are discussed.
KW - Academic achievements
KW - Learning environment̩
KW - Mindful movement
KW - Movement for its own sake
UR - http://www.scopus.com/inward/record.url?scp=85021836769&partnerID=8YFLogxK
U2 - 10.1007/s10643-017-0870-x
DO - 10.1007/s10643-017-0870-x
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AN - SCOPUS:85021836769
SN - 1082-3301
VL - 46
SP - 355
EP - 364
JO - Early Childhood Education Journal
JF - Early Childhood Education Journal
IS - 3
ER -