Project activity in kindergarten as a form of psychological support for older preschoolers
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Abstract
Background. Contemporary preschool children encounter various sources of emotional strain, highlighting the need to develop forms of psychological support that can be integrated into everyday kindergarten activities. Creative project activity may represent one such form, combining independent problem-solving, symbolic expression of emotional experiences, and social support.
Objective. To evaluate the potential of project activity as a form of psychological support aimed at reducing stress and maintaining subjective well-being in older preschool children.
Sample. The study involved 97 children aged 5–6 years with high levels of stress who were randomly assigned to either a project activity group or a control group (mean age = 63 months; standard deviation = 4.66 months).
Methods. Children in the experimental group participated in 20 creative project activity sessions held twice a week in small groups of 6–8 children. The control group continued to follow the regular educational program. Children’s perceived stress and well-being were assessed using the Perceived Stress Scale for Children (PSS-C). Teacher-rated child stress was measured using the PSS-6, while teachers’ own stress was assessed using the PSS-4.
Results. After controlling for baseline scores, children in the project activity group demonstrated lower levels of perceived stress than children in the control group. Teacher ratings also indicated lower levels of stress among children in the project activity group. Teachers working with children from the project activity group reported lower stress levels than teachers working with children from the control group. No statistically significant differences between the groups were found in children’s subjective well-being.
Conclusions. Project activity contributes to reducing stress among older preschool children and may be used as a form of psychological support in the kindergarten educational environment. Its implementation should include support for children’s initiative, engagement with emotionally meaningful problem situations, the creation of tangible products with personal meaning, symbolic expression of emotional experiences, reflection, and social presentation of the outcomes. Children’s participation in project activity may also indirectly contribute to reducing teachers’ stress.
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