Promoting Self-Regulation and Behavioral Discipline in Preschoolers Through Structured Number-Block Play

Abstract

Behavioral discipline and early self-regulation are foundational for young children’s socio-emotional and cognitive development. Although block play is widely recognized for fostering early numeracy, its precise cognitive-behavioral mechanisms in enhancing behavioral discipline remain underexplored. This study investigates how structured number-block play fosters behavioral discipline and self-regulation among preschoolers through a collaborative Classroom Action Research (CAR) framework based on the Kemmis and McTaggart model. Conducted across two instructional cycles involving 19 preschool children (aged 4–5 years), the intervention systematically integrated spatial-mathematical tasks with small-group social scaffolding. Data were collected via structured behavioral observation protocols, semi-structured teacher interviews, and qualitative field notes. Rigorous psychometric evaluation, including inter-rater reliability testing using Cohen's Kappa (kappa = 0.86), confirmed high observational fidelity. Results revealed a progressive increase in classical mastery of behavioral discipline indicators, rising from 36.84% (n=7) at baseline to 68.42% (n=13) in Cycle I, and reaching 89.47% (n=17) in Cycle II. The most pronounced growth was observed in frustration tolerance and turn-taking behavior, which surged following the transition from large-group to small-group instructional configurations. These findings demonstrate that structured block play serves as a cognitive bridge linking spatial-mathematical manipulation, inhibitory control, and executive function. This research provides pedagogical implications for early childhood educators seeking play-based, non-coercive interventions to cultivate self-regulation in early educational settings.