Abstract：
There has been a recent increase in body-oriented interventions implemented in educational contexts. Body-oriented interventions are grounded on the body-mind relationship, involving body and movement awareness and expression. In this systematic review of the literature on body-oriented interventions implemented in preschool contexts, we review the scope and quality of the quantitative evidence of each type of body-oriented intervention regarding social-emotional competence. Seven databases were searched for randomized controlled trials (RCTs) and quasi-RCTs. Seven core body-oriented intervention programs were found (e.g., play, relaxation, and psychomotricity). Play programs were the most studied and appear to be the most effective to improve social-emotional competence. Nevertheless, the level of scientific evidence was compromised by the lack of studies with high methodological quality.
摘要：
最近在教育环境中实施的以身体为导向的干预措施有所增加。以身体为导向的干预措施是以身心关系为基础的，涉及身体和运动的意识和表达。在这篇关于在学前教育环境中实施的以身体为导向的干预措施的文献的系统综述中，我们回顾了关于社会情绪能力的每种类型的以身体为导向的干预措施的定量证据的范围和质量.在七个数据库中搜索随机对照试验（RCTs）和准RCTs。发现了七个核心的以身体为导向的干预计划(例如，玩,放松,和精神运动性）。游戏程序是研究最多的，并且似乎是提高社交情感能力的最有效方法。然而，科学证据水平因缺乏方法学质量高的研究而受到影响.
