The impact of active transitions on preschool students’ self-regulation
Abstract
Early childhood education plays a pivotal role in fostering the holistic development of young learners through age-appropriate activities and interactions that support physical, social, emotional and cognitive growth. This study explored the relationship between active transitions in an early childhood education classroom and observable behaviour indicators of self-regulation in preschoolers, with a specific focus on the integration of yoga during transitional times. The objective was to investigate the impact of incorporating yoga on student self-regulation during large group literacy, as perceived by the preschool teacher. The research employed a collaborative action research design, engaging a preschool teacher in a reflective and systematic approach to improve classroom practices. Findings indicated that the integration of yoga, when including both challenging and sedentary poses, was associated with reductions in teacher-observed off-task behaviour during large group literacy, suggesting a possible positive influence on behaviour self-regulation. Results indicated that active transitions may support overall classroom management, increased instructional time and contributed to a comprehensive understanding of the effects of physical activity on young learners.