Play, regulate, retain: The mediating role of self-regulation in playfulness and motor learning among kindergarteners

Background: Playfulness has been identified as a key factor in early childhood development, fostering creativity and cognitive skills. However, the specific role of playfulness in motor and graphomotor learning, and its underlying mechanisms, remains underexplored. Aims: This study aims to investigate the relationship between playfulness and motor learning in preschool children, with a particular focus on the mediating role of self-regulation. Sample: The study was conducted with a group of 120 Arab Israeli children in kindergarten, comprising an equal number of boys and girls (60 each), all between the ages of five and six. Methods: Playfulness was assessed using the Children's Playfulness Scale, motor learning was measured through the Invented Letters Task, and self-regulation was evaluated using the Head-Toes-Knees-Shoulders (HTKS) task. Results: Results demonstrated that participants with greater playfulness levels exhibited superior motor learning outcomes, showing improved speed and precision during the learning, stabilization, and recall phases. Mediation analyses indicated that executive functions, assessed via the HTKS task, significantly mediated the link between playfulness and motor skill performance, suggesting that self-regulation is critical in this relationship. Additionally, children with greater playfulness demonstrated higher adaptability in skill retention over time, reinforcing the long-term benefits of play-oriented learning. Conclusions: These findings underscore the importance of incorporating playful activities in early childhood education and therapeutic interventions to enhance motor skill acquisition and retention.