Interaction of Motor and Social-Emotional Development in Children of Early School Age and Its Significance for Well-Being (MOSAIK)
Auch auf Deutsch verfügbar
Content of this page
Profile
- Project leadership
- Christian Herrmann (PHZH), Sonja Perren
- Project team
- Kathrin Bretz (PHZH), Ilaria Ferrari Ehrensberger (PHZH), Laura C. Dapp (Konstanz University), Johanna Kress (PHZH)
- Organisational unit
- F-FD (Fachdidaktische Forschung)
- Project phase
- In progress (1.1.2025 – 31.12.2028)
- Project type
- Research & development project
- Funding
- Swiss National Science Foundation
Description
In early school age, children develop their motor and social-emotional competencies through sports and leisure activities as well as through social interactions. They also learn to evaluate themselves. These are important developmental steps for children to build a physically active lifestyle and health-related well-being.
The MOSAIK study is part of the Zurich Learning Progress Study (LEAPS) and aims to examine the interplay between children’s motor and social-emotional development and their well-being.
The following three questions are being addressed from an interdisciplinary perspective:
- What is the interplay between the development of motor and social-emotional competencies and self-concept in children of early school age?
- What is the importance of children’s sports and leisure activities for their motor and social-emotional development?
- What is the influence of motor and social-emotional development on children’s well-being?
Children in the Canton of Zurich are being followed longitudinally from kindergarten to second year of primary school over three consecutive years. Children’s motor and social-emotional competencies are tested, and their self-perception of motor and social-emotional competencies is also assessed. Children’s well-being and contextual factors (including family and participation in sports activities) are assessed using parent questionnaires.
The MOSAIK study thus investigates central research desideratum of child development research by mapping the interplay between two central areas of competence and examining their effect on well-being. This will provide a comprehensive understanding of child development, which will enable the development of evidence-based prevention programmes.