Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors.

Michelle Slone,Anat Shoshani

doi:10.3389/fpsyg.2017.01866

Michelle Slone, Anat Shoshani

Open Access

https://doi.org/10.3389/fpsyg.2017.01866

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Abstract

Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention condition or a wait-list control condition. In the intervention condition, during one school year, 160 children experienced eight modules of basic concepts in positive psychology that were adapted to the developmental characteristics of young children and were compared to 155 children in demographically similar control classrooms. Children were administered a pre-test and post-test of subjective well-being measures. In addition, children’s mental health and emotional well-being were measured by parental questionnaires. Preschool teachers completed questionnaires concerning children’s learning behaviors. The findings showed significant increases in subjective well-being and positive learning behaviors among the intervention participants, with no significant changes in the control group. The results highlight the potential of positive psychology interventions for increasing subjective well-being and a positive approach to learning at young ages.

Highlights

Recognition of the importance of social and emotional development in young children has become a primary priority of early childhood education
The present study describes the construction of a positive education program applied by trained kindergarten teachers and investigates the efficacy of this program on promoting preschool children’s well-being, strengths and socio-emotional abilities and reducing difficulties
We found a significant increase in the intervention group, F(1,171) = 7.29, p = 0.004, η2 = 0.03, (M = 1.15, p < 0.001, Cohen’s d = 0.66), while there was no significant change in the control group

Summary

Introduction

Recognition of the importance of social and emotional development in young children has become a primary priority of early childhood education Successful negotiation of this developmental period includes, among other acquisitions, the ability to form positive relationships, to establish positive self-esteem, to effectively express feelings and regulate emotions, to persevere and engage positively with challenging tasks, and to adopt a positive outlook in a dynamic environment (Bowman et al, 2000; Shonkoff and Phillips, 2000; Duckworth et al, 2007; Oades et al, 2011). Educational intervention programs include positive psychology constructs such as character strengths, gratitude, positive emotions and engagement to improve children’s well-being and mental health. Most of these interventions have been instituted in schools with a paucity of positive psychology interventions for young children in preschool educational settings. The present study describes the construction of a positive education program applied by trained kindergarten teachers and investigates the efficacy of this program on promoting preschool children’s well-being, strengths and socio-emotional abilities and reducing difficulties

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Results

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