Evaluation of the Influence of a Physical Education Program on Playfulness of Preschool Children: A Qualitative Approach

Abstract

The purpose of this study was to examine the influence of a program promoting playfulness on the four domains of child development: motor, cognitive, affective and social. One hundred and twenty four children aged 5-6 years from six kindergarten classes participated in the study. Thirty two lessons were applied two times per week, for 16 consecutive weeks. Development of the lessons was based on: (a) acquisition of fundamental motor skills (b) cooperation with others and understanding of individual differences and (c) enhancement of creative thinking. Six semi-structured interviews were carried out with the early year educators who implemented the program. Each interview was recorded and then transcribed verbatim. According to the results, the program seemed to have a positive effect on all four areas of development. Interviews also revealed several additional components of playfulness that may have been overlooked by a quantitative means of evaluation. Early childhood educators should utilize the children’s internal predisposition for play to promote all-side growth.