Examining the relationship between the quality of movement and physical activities and motor and socioemotional development through a mixed-methods approach in early childhood education /

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Student Theses

2025

Wu, Ting Frances

Hong Kong : The Education University of Hong Kong

Thesis

Background: Positive youth development (PYD) enhances socioemotional competencies, fosters positive traits, and promotes lifelong learning and balanced relationships (Lerner & Phelps, 2009). In early childhood, socioemotional competencies are foundational to PYD, while older children often engage in sports to promote these competencies. In contrast, movement and physical activities (MOPA) may be considered the counterparts of sports in early childhood curricula. In the Hong Kong social-cultural context, academic goals are often prioritized over physical development, neglecting the role of MOPA quality for young children. Despite education policies in Hong Kong prioritizing quality review mechanisms in kindergartens, MOPA quality has received limited attention. This dissertation examines MOPA quality and its relationship with young children's motor skills and socioemotional competencies.Methodology: This dissertation uses a mixed-methods design, integrating quantitative and qualitative components in a sequential framework (Quanti-Quali) across three studies. A qualitative narrative synthesis enriches the quantitative findings. The first study tested the internal consistency and test-retest reliability of the Movement Environment Rating Scale (MOVERS) based on observations conducted in one kindergarten. The second study is a quantitative observational study involving children from nine kindergarten classes, with 36 observations over four weeks using MOVERS to assess MOPA quality, the parent-proxy Ages and Stages Questionnaire (ASQ) to assess children’s motor skills, and the Social Competence and Behavior Evaluation Scale (SCBE-30) to assess children's socioemotional competencies. The third study employed a qualitative design, utilizing semi-structured interviews with kindergarten teachers.Results: The internal consistency of MOVERS was confirmed with Cronbach’s alpha of 0.88, indicating high reliability. The intraclass correlation coefficient (ICC) for test-retest reliability was 0.948 (p < 0.001), with weighted Kappa statistics averaging 0.914, indicating substantial agreement (82%). The average MOPA quality in Hong Kong kindergartens is 3.88 (SD = 1.461), below the good standard, with international kindergartens scoring higher. Multiple linear regression analyses show positive correlations between MOVERS subscales and ASQ and SCBE-30 subscales, with significant associations for ASQ (F (4, 149) = 6,322.721, p < .005) and SCBE-30 (F (4, 149) = 3,532.011, p < .005), particularly in promoting physical activity and fine motor skills. Significant correlations with socioeconomic status were found (ASQ: p < .001; SCBE: p < .001), while no correlations existed with gender (p = 0.877) or age (p = 0.858). Qualitative findings suggest that teachers in Hong Kong kindergartens are dissatisfied with the quality of MOPA, primarily due to an insufficient policy focus and inadequate professional training. The quality of MOPA in local schools is notably poorer than in international schools.Conclusion: This study reveals a positive correlation between MOPA quality and students' motor skills and socioemotional competencies. International kindergartens typically provide higher-quality MOPA, enhancing motor skills and socioemotional competencies. This dissertation presents empirical evidence of MOPA's positive impact on children's emotional and psychological development in Hong Kong kindergartens, thereby contributing to the literature on holistic development. The results refine theoretical frameworks regarding the relationship between MOPA quality and developmental domains, offering insights for future research

LG51.H43 Dr 2025eb Wutf

https://educoll.lib.eduhk.hk/records/UeeRQ3vy