The research was authored by Helena Magdalena, M.Psi., Psychologist, and Ika Sari Dewi, M.Psi., Psychologist, both affiliated with the University of North Sumatra. Their findings matter because the ability to remain seated and engaged is a basic behavioral requirement in elementary classrooms, yet it is a challenge for many young children transitioning from play-based environments to structured schooling.
Why Sitting Endurance Matters for School Readiness
Entering elementary school requires more than knowing letters and numbers. Children are expected to sit at a desk, follow instructions, and stay focused for extended periods. International frameworks from organizations such as UNICEF and the World Health Organization emphasize that behavioral and physical readiness—including sitting endurance—is a foundation for successful learning.
Teachers frequently report that some children who are cognitively capable still struggle with classroom demands because they cannot stay seated long enough to complete tasks. This gap can affect academic progress, classroom management, and children’s confidence during their first years of formal education.
The case examined in this study reflects a common scenario. The child involved, aged six years and seven months, demonstrated age-appropriate cognitive skills, could follow rules, and interacted well with peers. However, teachers observed persistent difficulty remaining seated during table-based activities. Before the intervention, the child could sit for only three to five minutes before leaving the chair or attempting to complete tasks on the floor.
A Practical Behavioral Approach
To address this challenge, the researchers applied a behavior modification approach that combined shaping and a token economy system. Both strategies are widely used in applied psychology but were adapted here to address sitting endurance specifically.
Shaping works by reinforcing small, gradual improvements toward a target behavior. Instead of demanding long sitting periods immediately, the child was rewarded for incremental increases in sitting time. The token economy system provided star stickers as immediate rewards whenever the child met predefined sitting-duration targets. These stars could later be exchanged for agreed-upon rewards, such as preferred activities or small prizes.
This combination was chosen because young children are often more motivated by play and tangible rewards than by academic expectations alone. The reward system helped maintain engagement while the shaping process built endurance step by step.
How the Study Was Conducted
The research used a single-subject experimental design, a method commonly applied in psychological interventions to closely observe behavioral changes over time. The study consisted of three phases:
Baseline phase: The child’s natural sitting endurance was observed over three sessions without intervention.
Intervention phase: Over five sessions, the child completed structured pre-academic tasks such as reading syllables, matching words, and completing missing letters while sitting at a table and receiving rewards.
Follow-up phase: One week after the intervention ended, sitting endurance was measured again without token rewards.
Sitting duration was recorded using direct observation and a stopwatch, allowing for clear comparison across phases.
Clear Improvements in Sitting Endurance
The results showed a consistent and measurable improvement. During the baseline phase, sitting endurance ranged from three to five minutes. During the intervention phase, the child gradually increased sitting time, reaching a maximum of ten minutes while completing learning tasks.
In the follow-up phase, sitting duration slightly decreased but remained significantly higher than the baseline, stabilizing between seven and eight minutes. This indicates that much of the behavioral improvement was maintained even after rewards were withdrawn.
The researchers also noted qualitative changes. The child appeared calmer, left the chair less frequently, and showed better task engagement. These behavioral shifts are critical indicators of readiness for classroom learning.
Implications for Education and Parenting
The findings suggest that simple, low-cost behavioral strategies can make a meaningful difference for children who struggle with sitting endurance. Teachers in early childhood education settings, school psychologists, and parents can adapt similar techniques to support children during the transition to elementary school.
Importantly, the intervention does not rely on punishment or strict discipline. Instead, it focuses on positive reinforcement and gradual skill-building, making it suitable for home and classroom environments.
According to the authors, the approach demonstrates that sitting endurance is not an innate trait but a trainable skill. As Helena Magdalena from the University of North Sumatra explains, ethical paraphrasing from the article shows that reinforcing small behavioral gains can help children develop learning habits essential for formal schooling.
The researchers recommend further studies involving more participants, longer follow-up periods, and implementation in school settings to strengthen the evidence base and explore long-term outcomes.
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