This study investigates the effectiveness of a six-week structured play-based curriculum intervention in enhancing self-regulation and attention among hyperactive preschoolers. Adopting a mixed-methods action research design, the study was conducted in a Chinese kindergarten with 20 three-year-old children, seven of whom were identified as highly active. Quantitative data were collected via pre- and post-intervention behavioral checklists, while qualitative data were gathered through teacher reflection journals and semi-structured interviews. Results demonstrate significant improvements in sitting still, turn-taking, non-interruption, and following instructions, with a large overall effect size (Cohen’s d = 2.04). High-active children showed a prominent catch-up effect. Qualitative findings reveal a positive shift in teachers’ perceptions, who began to view hyperactivity as developmental energy rather than misbehavior. This study provides empirical evidence for play-based interventions in Asian early childhood settings and offers practical strategies for classroom practice.
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