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The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on their Academic Achievements

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Abstract

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.

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Authors and Affiliations

  1. School of Education, The Academic College at Wingate, Netanya, Israel

    Ella Shoval

  2. Division for Experimentation and Innovation, The Ministry of Education, Shoham, Israel

    Tal Sharir

  3. Data Analysis Unit, The Academic College at Wingate, Netanya, Israel

    Michal Arnon

  4. Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, FL, USA

    Gershon Tenenbaum

  5. 11 Aba Hilkia, Jerusalem, 93183, Israel

    Ella Shoval

Authors
  1. Ella Shoval
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  2. Tal Sharir
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  3. Michal Arnon
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  4. Gershon Tenenbaum
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Correspondence to Ella Shoval.

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Shoval, E., Sharir, T., Arnon, M. et al. The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on their Academic Achievements. Early Childhood Educ J 46, 355–364 (2018). https://doi.org/10.1007/s10643-017-0870-x

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  • DOI: https://doi.org/10.1007/s10643-017-0870-x

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