Group play as a buffer against stress in preschoolers: reductions in externalizing but not internalizing symptoms

This study examined the potential of group-based role play in kindergarten settings as a means of reducing stress and its manifestations in preschool children. The study was grounded in the cultural-historical approach, which considers role play a leading activity in preschool age and a key context for the development of self-regulation and socio-emotional competence. At the initial stage, 210 preschool children were assessed using the Perceived Stress Scale for Children (PSS-C). Children with high perceived stress scores were selected for the intervention. The final sample included 44 children aged approximately 5 years. Participants were assigned to a Play group or a Control group. The Play group took part in 20 sessions of group role play with adult participation, organized around cultural texts and open-ended materials. Measures included children's perceived stress, teacher-reported child stress, and internalizing and externalizing stress symptoms assessed through the Strengths and Difficulties Questionnaire. The results revealed that the Play group demonstrated lower perceived child stress and higher prosocial behavior compared to the Control group at post-test. Gain score analyses showed significant improvement differences in teacher-reported child stress, conduct problems, peer problems, and prosocial behavior between the groups. No significant effects were found for emotional symptoms, suggesting that the intervention had a stronger impact on externalizing than internalizing manifestations of stress. These findings indicate that group-based role play with adult participation may be an accessible tool for reducing externalizing manifestations of stress and supporting social functioning in preschool settings.