Board Games at Kindergarten (5 Years Old) to Improve Cognitive and Emotional Processes

NCT06304454 | Active Not Recruiting

• 1 other identifier: P5_BG
• Study Type: interventional
• Target: 26
• Locations: 1 country
• Sites: 1

Brief Summary

Cognitive (i.e. executive functions, memory) and socio-emotional (i.e. affection recognition) processes emerges at first years. These processes have been frequently related to adequate academic performance in the scientific literature (Passolunghi et al, 2015). Current research aimed at training cognitive processes found promising results using board game as a cognitive tool in children (Passolunghi \& Costa, 2016). Considering the growing interest of teachers in this playful and possibly educational, cognitive and socio-emotional resource, a game program for these purposes has been designed to be used in kindergarten classrooms. The main aim of the present study is to test the efficacy of a cognitive and emotional training program in the classroom based on board games in kindergarten students (5 years old). For this, there will be an experimental group that will carry out the cognitive and emotional game program in the classroom implemented by the teachers of the participating centers, and a control group that will be on board games that do not directly activate cognitive and emotional processes. At the end of the interventions, the groups will be compensated by carrying out inversely both board game programs. The classes will be randomly assigned to an experimental group and a passive control group.

Conditions

Kindergarten Children

Keywords

Cognitive change; Emotional change; Child development; Kindergarten

Outcome Measures

Primary Outcomes (3)

• Visual Memory

  Change in visual memory from baseline to post intervention. The task to assess visual memory is the subtest Picture Memory from the WPPSI-IV. This subtest consists of the child viewing a stimulus page of pictures for a specified time and then to select those same pictures from the options given. When the response is correct was scored 1, and 0 when incorrect. The task finished when the child made 3 consecutive mistakes. The total score is the sum of scores on Items 1-35, which ranged from 0 to 35.

  Baseline and Post-intervention (after 5 weeks)

• Processing speed and inhibition

  Change in processing speed and inhibition from baseline to post intervention. The task used to assess these outcomes is included in the neuropsychological battery NEPSY-II. The task Naming and Inhibition consists of two blocks: a series of white and black shapes (circles and squares) and a series of arrows with different directions (up and down). The first part of each block is the task of shape/direction naming (in this case, a child had to name the shapes/direction he/she saw) at a rapid pace and the inhibition task. The second part if the inhibition task, in which the child need to change the rule: if he/she saw a square, he/she was to say "circle " and so forth or if he/she saw an up direction, need to say down. Each task record the number of corrected/non-corrected mistakes and the amount of time the child spent doing each task.

  Baseline and Post-intervention (after 5 weeks)

• Affect recognition

  Change in affect recognition from baseline to post intervention. This subtest from the NEPSY-II assesses a child's ability to recognize six different emotional expressions (happiness, sadness, anger, disgust, fear, and a neutral expression) from photographs of children's faces in different tasks (select two photographs with identical affect from 3 or 4; select one of the four photographs that depicted identical affect as a photograph at the top of a page in the stimulus book). When the response is correct was scored 1, and 0 when incorrect. The total score is the sum of scores on Items 1-25, which ranged from 0 to 25. This subtest also gave the total of incorrect responses for each emotion.

  Baseline and Post-intervention (after 5 weeks)

Secondary Outcomes (2)

• Hollingshead Index (Hollingshead, 1975)

  Baseline

• CHEXI (Giménez et al. 2022)

  Baseline and Post-intervention (after 5 weeks)

Study Arms (2)

Cognitive and emotional board games

EXPERIMENTAL

An experimental group that will carry out the cognitive and emotional game program in the classroom implemented by the teachers of the participating centers.

Other: Board game intervention

Motor/Luck board games

ACTIVE COMPARATOR

A control group that will be on board games that do not directly activate cognitive and emotional processes. These games are classified as motor or luck board games.

Other: Board game intervention

Interventions

Board game intervention OTHER

5 weeks / 2 sessions each week / 1 hour each session

Cognitive and emotional board games; Motor/Luck board games

Eligibility Criteria

• Age: 5 Years - 6 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• To be enrolled in an ordinary educational center.
• To provide informed consent from both parents and the participant's agreement to participate in the study.

You may not qualify if:

• Sensory/comprehension difficulties that make it impossible to carry out the program activities.

Sponsors & Collaborators

• Brain In Game scientific-technical service: lead

Study Sites (1)

Faculty of Education, Psychology and Social Work; University of Lleida

Lleida, 25001, Spain

Location

Related Publications (6)

• Passolunghi MC, Costa HM. Working memory and early numeracy training in preschool children. Child Neuropsychol. 2016;22(1):81-98. doi: 10.1080/09297049.2014.971726. Epub 2014 Nov 4.

  PMID: 25366543 BACKGROUND

• Passolunghi MC, Lanfranchi S, Altoe G, Sollazzo N. Early numerical abilities and cognitive skills in kindergarten children. J Exp Child Psychol. 2015 Jul;135:25-42. doi: 10.1016/j.jecp.2015.02.001. Epub 2015 Mar 25.

  PMID: 25818537 BACKGROUND

• Giménez, A., López-Zamora, M., Vila, O., Sánchez, A., & Thorell, L. B. (2022). Fiabilidad y validez de la versión española del

  BACKGROUND

• Hollingshead, A. B. (1975). Four factor index of social status. Retrieved from: https://sociology.yale.edu/sites/default/files/files/yjs_fall_2011.pdf#page=21

  BACKGROUND

• Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY-II (2nd Ed.). San Antonio: Pearson PsychCorp.

  BACKGROUND

• Wechsler, D. (2014). WPPSI-IV, Escala de Inteligencia de Wechsler para preescolar y primaria (4th Ed.). Madrid/Barcelona: Pearson Clinical Assessment Spain.

  BACKGROUND

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Masking Details: Double (outcomes assessor and participants)
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: Cluster RCT

Study Record Dates

• First Submitted: February 29, 2024
• First Posted: March 12, 2024
• Study Start: January 15, 2024
• Primary Completion: February 29, 2024
• Study Completion: March 15, 2024
• Last Updated: March 12, 2024

Record last verified: 2024-03

Data Sharing

• IPD Sharing: Will not share

Locations

ES (1)