Protocol of Self-Regulation in Early Learners: The Role of Recreational Programs

This study evaluated a structured, play-based Recreational Activity Program (RAP) designed to support self-regulation in preschool children. The study involved two existing preschool classrooms, which were randomly allocated to either the RAP condition or the control condition.

The RAP was delivered over a 12-week period, with two sessions per week and 24 sessions in total. Each session lasted approximately 60 minutes and followed a three-phase structure: approximately 15 minutes of rhythm- and movement-based warm-up activities, 30 minutes of structured and rule-based games, and 15 minutes of relaxation-oriented activities. The structured games provided opportunities to practice attention, imitation, communication, cooperation, self-control, patience, strategy use, and turn-taking. The final phase included basic yoga practices, breathing exercises, meditation, and relaxation activities. Activities varied across sessions while the overall three-phase structure was maintained.

Children assigned to the control condition continued their routine preschool education under the supervision of their classroom teacher and did not receive the structured RAP sessions.

Written informed consent was obtained from the parents or legal guardians of all participating children prior to data collection. Children were informed about the study using age-appropriate language, and their willingness to participate was respected throughout the study.

Inclusion criteria

Children aged 5-6 years enrolled in the participating preschool classrooms and regularly attending preschool.

Written informed consent provided by a parent or legal guardian. Willingness of the child to participate in the study activities.

Exclusion criteria

Presence of a health or developmental condition that could prevent participation in the study activities.

Absence of parental/legal guardian consent.