The “Warrior Kids” Game Model Based on Joyful Learning to

Stimulate Emotional Regulation and Self-Awareness in

Early Childhood

Nur Hazizah

, Ismaniar

, Elssy Asari Putri

, Sri Murni

and Amalia Husna

Department of Early Childhood Education, Universitas Negeri Padang, Indonesia

Department of Guidance and Counselling, STKIP PGRI Bandar Lampung, Indonesia

Keywords: Warrior Kids, Joyful Learning, Emotional Regulation, Self-Awareness, Early Childhood.

Abstract: The This study aims to examine the effectiveness of the Warrior Kids game model, based on joyful learning

principles, in stimulating emotional regulation and self-awareness in early childhood. The model was

developed to create an enjoyable and meaningful learning environment through structured physical activities.

The research employed an experimental design with a one-group pretest–post test approach, involving 20

children aged 5–6 years from an early childhood education institution in Padang City. Data were collected

through observations of emotional regulation and self-awareness using validated instruments. The findings

revealed significant improvements in both developmental aspects after children participated in the Warrior

Kids game activities. Learning experiences that integrates movement, challenges, and social interaction have

proven effective in fostering self-awareness and enabling children to manage their emotions more effectively.

This study recommends the implementation of this model as an innovative learning approach in early

childhood education institutions to strengthen socio-emotional development from an early age.

1 INTRODUCTION

Emotional regulation and self-awareness are two

critical aspects of socio-emotional development in

early childhood, influencing academic achievement,

social adaptation, and long-term psychological well-

being (Denham, S. A., Bassett, H. H., & Wyatt, 2023;

García-Sedeño, M., & Fernández-Berrocal,

n.d.). At this stage, children begin learning to

recognize, understand, and manage their emotions in

various social contexts through cognitive and

behavioral strategies (Shoshani, 2024). However,

early childhood curricula in many countries,

including Indonesia, often focus more on cognitive

and motor skills, while socio-emotional dimensions

tend to receive less emphasis.

Recent research show indicates that emotionally

responsive learning environments, that integrate

structured play and physical activities, can

significantly enhance children’s emotional

https://orcid.org/0009-0007-3411-403X

https://orcid.org/0000-0001-5364-9434

competence. Planned physical activities have been

shown to improve self-control, emotional resilience,

and empathy (González-Valero, G., Zurita-Ortega,

F., Ubago-Jiménez, J. L., & Puertas-Molero, 2019;

Zhou, C., McCarthy, S. A., & Durbin, 2023)

Furthermore, play-based learning that prioritizes joy,

referred to as joyful learning, has been found to

increase learning motivation, social engagement, and

self-regulation capacity (Park, Y. J., Pinto, D., Walls,

A. C., Liu, Z., De Marco, A., Benigni, F., ... &

Veesler, 2022; Poulou, 2021). These findings support

the development of pedagogical approaches that

holistically combine physical activity with socio-

emotional stimulation.

The concept of joyful learning emphasizes the

importance of intrinsically motivating and enjoyable

learning experiences that engage positive emotions

(La Paro, K. M., Lippard, C., Fusaro, M., & Cook,

2020) early childhood education, joyful learning not

only supports emotional growth but also strengthens

self-confidence, independence, and cooperative

126

Hazizah, N., Ismaniar, , Putri, E. A., Murni, S. and Husna, A.

The “Warrior Kids” Game Model Based on Joyful Learning to Stimulate Emotional Regulation and Self-Awareness in Early Childhood.

DOI: 10.5220/0014070800004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 126-130

ISBN: 978-989-758-788-7; ISSN: 3051-7702

behavior (Mofrad, S. A., Lundervold, A. J., Vik, A.,

& Lundervold, 2021). However, few learning models

systematically translate joyful learning principles into

structured, physically challenging games explicitly

designed to develop emotional regulation and self-

awareness.

To address this gap, the Warrior Kids model was

developed as a play-based learning intervention

combining physical challenges, collaboration, and

enjoyable learning experiences. This model aims to

foster self-awareness, strengthen emotional

resilience, and train self-discipline through socially

oriented activities. Although theoretically promising,

there is still limited empirical evidence of its

effectiveness, particularly in the context of early

childhood education in Indonesia and Southeast Asia.

The present study examines the effectiveness of

the Warrior Kids game model based on joyful

learning in stimulating emotional regulation and self-

awareness in early childhood. Using a one-group

pretest–posttest design with 20 children aged 5–6

years, this study seeks to provide empirical evidence

relevant to playful learning practices. The findings

are expected to contribute to the development of early

childhood curricula with greater emphasis on holistic

socio-emotional development.

2 THEORETICAL REVIER

2.1 Emotional Regulation in Young

Children

Emotional regulation in young children includes

ecompassses the ability to direct attention, control

affect manage emotions, and adjust behavior

according in response to social situations (Caprara,

M., Zuffianò, A., Contreras, A., Suárez-Falcón, J. C.,

Pozo, P., Cabras, E., & Gomez-Veiga, 2024). Body-

based interventions, such as the "OUT to IN"

program, which consists of motor games, relaxation

activities, and symbolization, have been shown to

improve self-regulation competencies and social

skills in children aged 3-6 years (Veiga, S. F., Nobre,

P., Giarolla, E., Capistrano, V. B., da Silva Jr, M. B.,

Casagrande, F., ... & Nobre, 2023). Additionally,

systematic reviews indicate that interventions

targeting emotional regulation in preschool-aged

children can significantly reduce externalizing and

internalizing behaviors (Hosokawa, K., Kataoka, R.,

Tsuda, T. T., Ogawa, Y., Taguchi, S., Zhang, Y., &

Paxton, 2024). Thus, approaches combining physical

activities and emotional interventions have proven

effective in fostering adaptive emotional regulation.

Social-emotional learning programs, involving

role-play, interactive stories, and structured games,

have also been shown to effectively which

incorporate strengthen children’s self-control and

social competence. Longitudinal trials such as

SPROUTS indicate that self-regulation skills in

preschool significantly influence mental health

outcomes and academic achievement later in life

(SPROUTS, 2024). This research indicates that

emotional regulation is malleable and can be

enhanced through appropriate interventions at an

early age. Therefore, emotionally inclusive and

reflective learning strategies should be an integral

part of early childhood education practices.

2.2 Self-Awareness in Young Children

Self-awareness in children encompasses awareness of

their feelings, self-worth, and personal boundaries,

that form the foundation of empathy and decision-

making (CASEL, 2024). Interventions that facilitate

self-reflection through thematic role-play or board

games have been shown to increase affective

awareness and honest behavior in preschool children

(Lewis, D. M., Al-Shawaf, L., Conroy-Beam, D.,

Asao, K., & Buss, 2017). Although traditional, this

approach is important for shaping children's self-

concept early on, reducing manipulative behavior,

and increasing honesty.

Additionally, educational drama research with 4-

to 5-year-old children shows that literature-based

dramatization activities significantly enhance

emotional intelligence, including self-awareness and

emotional expression, as measured pretest and post

test, after pretest and post test intervention (Emery,

C. A., Baker, K. R., Wilson, G. M., & Yarwood,

2024). This approach demonstrates that real-life

experiences involving reflection, role-playing, and

social feedback can strengthen children's awareness

of their emotions and behaviors.

2.3 Joyful Learning and Body-Oriented

Play

Joyful learning refers to a learning approach that is

enjoyable, intrinsically motivating, and allows

children to access positive emotions through learning

interactions (LEGO Foundation, 2023). Reviews of

game-based learning and guided play report that these

approaches not only increase engagement and

motivation to learn but also moderately to

significantly strengthen children's social and

emotional development (NAEYC, 2024). In the

context of early childhood learning, structured and

The “Warrior Kids” Game Model Based on Joyful Learning to Stimulate Emotional Regulation and Self-Awareness in Early Childhood

127

contextual play experiences can simultaneously

enhance affective and cognitive skills.

Additionally, physical-digital game-based

interventions have been shown to encourage children

to make decisions, reflect on their actions, and

collaborate with peers. Approaches like guided play,

prepared by teachers, allow students to explore while

achieving intentional and safe learning goals,

facilitating adaptive emotional responses and active

engagement (Reid, A. J., Eckert, L. E., Lane, J. F.,

Young, N., Hinch, S. G., Darimont, C. T., ... &

Marshall, 2021). This principle is highly relevant to

the design of the Warrior Kids model, which

integrates elements of motor challenges, social

interaction, and enjoyable learning experiences.

3 RESEARCH METHOD

The present study employed a true experimental

design utilizing a pretest–posttest control group

structure. Participants comprised 20

kindergarten children aged 5–6 years from

Padang, Indonesia, who were randomly

allocated to an experimental group (n = 10) and

a control group (n = 10). The experimental group

participated in the Warrior Kids Game Model

intervention, which was grounded in the

principles of joyful learning, delivered over eight

sessions across a four-weeks period (two

sessions per week, 35-40 minutes per session).

The control group continued their routine

classroom activities for an equivalent duration.

Emotional regulation was assessed using the

Emotional Regulation Checklist (ERC), while

self-awareness was measured through an

observation rubric adapted from CASEL’s

competency indicators. Data collection was

conducted at baseline (pre-test) and following

the intervention (posttest). Statistical analysis

employed analysis of covariance (ANCOVA)

with a significance threshold set at p < 0.05,

accompanied by effect size estimation. Ethical

approval was obtained from the institutional

review board, and informed consent from

parents, along with verbal assent from the

children,was secured prior to participation.

4 RESULTS AND DISCUSSION

4.1 Results

Table 1: Comparison of Pre-test and Post-test Scores on

Emotional Regulation and Self-Awareness in Young

Children.

Variable

Pre-test

(Mean ±

SD)

Post-test

(Mean ±

SD)

Improvement Sig. (p)

Emotional

Regulation

65.20 ±

5.31

78.45 ±

4.98

+13.25 0.000

Self-

Awareness

62.85 ±

6.12

79.10 ±

5.24

+16.25 0.000

The results of study indicate a significant

improvement in emotional regulation among young

children after participating in the Joyful Learning-

Based Warrior Kids Game Model intervention. The

average emotional regulation score increased from

65.20 in the pretest to 78.45 in the post-test, with a

significance value of 0.000, indicating a statistically

significant difference. This improvement aligns with

(Gross, 1998) theory of emotional regulation, which

emphasizes the role of enjoyable physical activities in

helping children manage their emotions through

positive experiences and social interactions. Recent

research by (Tamm, S., Harmer, C. J., Schiel, J.,

Holub, F., Rutter, M. K., Spiegelhalder, K., & Kyle,

2022) also supports these findings, showing demon

that structured collaborative games can enhance self-

control and children's ability to respond adaptively to

emotional situations.

Additionally, children's self-awareness showed a

significant improvement, from an average score of

62.85 on the pretest to 79.10 on the post-test, also

with a significance value of 0.000. Children

demonstrated a better ability in recognizing their

feelings, understanding their role within the group,

and displaying self-confidence when interacting.

These findings reinforce (Goleman, 1996) concept of

emotional intelligence, where self-awareness serves

as the foundation for other social-emotional skills.

Recent studies by (Moriguchi, C., Tanaka, M.,

Matsui, A., Yokoyama, I., & Horioka, 2025) also

confirm that joyful learning-based education can

enrich children's understanding of themselves while

strengthening healthy social interactions in play

environments.

4.2 Discussion

The Warrior Kids Joyful Learning Game Model

intervention demonstrated significant effectiveness in

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improving emotional regulation in young children.

These findings align with research indicating that

serious games incorporating biofeedback

mechanisms are effective, acceptable, and practically

feasible in teaching emotion regulation strategies and

reducing symptoms of depression, anxiety, and

impulsivity in children (Gómez-León, 2025)

Additionally, a recent review on the development and

regulation of emotions in children highlights the

importance of multidisciplinary and interactive

approaches, including digital technology and social

interaction, in supporting children's emotional

competencies (Aghaziarati, A., Nejatifar, S., &

Abedi, 2023)

Significant improvements in self-awareness

among children also underscore the relevance of

implementing enjoyable yet reflective games. These

findings support social-emotional intervention

research in early childhood education, which shows

demonstrates use that game-based or classroom-

based programs are effective in controlling

problematic behavior and preventing school

maladjustment, while suporting promoting long-term

social and psychological adaptation(Hosokawa, K.,

Watanabe, H., Taniguchi, Y., Ikeda, N., Inami, T.,

Yasuda, S., 2024). Thus, the joyful learning approach

through games like Warrior Kids consistently

strengthens children's self-awareness and emotional

regulation, consistent with the latest empirical

evidence in the international literature

4.3 Implications

The findings of this study have direct implications for

early childhood education practices, particularly in

the development of play-based learning programs that

integrate cognitive, social, and emotional aspects.

The Warrior Kids Joyful Learning Model can serve

as an effective alternative learning strategy to

simultaneously stimulate children's emotional

regulation and self-awareness. Teachers can utilize it

as part of the daily curriculum or character-building

activities, as this model encourages active

engagement and fosters positive interactions among

children.More broadly, the implementation of this

model can support the achievement of 21st-century

learning goals that emphasize social-emotional

competencies as one of the core skills.

4.4 Limitations

This study has several limitations that need to be

considered. First, the relatively small sample size (20

children) limits the generalizability of the research

results to a wider population. Second, the short

duration of the intervention may affect the depth of

behavioral changes and social-emotional skills

observed. Third, this study only used pretest and post-

test instruments, without any follow-up tests to

measure the sustainability of the intervention's impact.

External factors such as parental support and home

environment were not strictly controlled, which could

influence the research results.

4.5 Recommendations

Based on the results of this study, it is recommended

that early childhood teachers integrate the Joyful

Learning-Based Warrior Kids model into their

regular learning activities, with adjustments to the

context and needs of the students. Further research is

recommended to use a larger and more diverse

sample, and as well as to extend the duration of the

intervention, in order to obtain a more comprehensive

picture of the effectiveness of this model.

Additionally, the sustainability of outcomes can be

measured through follow-up tests several months

after the intervention. Researchers may also consider

integrating supportive technology, such as interactive

digital media, to enhance children's engagement and

facilitate more accurate documentation of emotional

regulation and self-awareness development.

5 CONCLUSIONS

This study demonstrates that the Joyful Learning-

Based Warrior Kids Game Model is effective in

stimulating emotional regulation and self-awareness

in young children. Significant improvements in

pretest and post-test scores indicate that a fun,

structured, and socially interactive learning approach

can have a positive impact on children's social-

emotional development. These findings support

previous theories and research results emphasizing

the importance of play experiences rich in educational

value in developing emotional management skills and

self-understanding.

Therefore, this model is worthy of being

integrated into early childhood education practices as

an innovative strategy that not only entertains but also

strengthens the foundation of children's emotional

intelligence. The continuous implementation of this

model, accompanied by adaptation to the local

context, is expected to expand its benefits while

encouraging the emergence of a generation that is

more self-aware, capable of managing emotions, and

interacting positively in their social environment.

The “Warrior Kids” Game Model Based on Joyful Learning to Stimulate Emotional Regulation and Self-Awareness in Early Childhood

129

ACKNOWLEDGEMENTS

The authors would like to extend their sincere

gratitude to the research team for their dedication and

collaborative efforts throughout all stages of this

study. Special thanks are also given to Universitas

Negeri Padang for its institutional support and

facilitation, which greatly contributed to the

successful completion of this research. Appreciation

is further extended to the participating kindergartens,

teachers, parents, and children in Padang, Indonesia,

for their invaluable cooperation and enthusiasm.

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