Tiny Tech, Big Feelings: Feasibility and Implementation of a Biofeedback-Supported Preschool Social–Emotional Learning Program

This qualitative pilot explored the feasibility and perceived value of integrating smartwatch-based biofeedback (heart-rate visualization) into preschool emotional learning activities. Using a qualitative feasibility design with reflexive thematic analysis, we analyzed field notes and semi-structured interviews with preschool teachers, undergraduate facilitators, and parents (N = 20). Participants reported that brief activities combining movement, guided breathing, and real-time heart-rate displays provided developmentally appropriate cues for noticing bodily states and discussing regulation strategies. Smartwatch limitations (fit and responsiveness) and variation in delivery reduced usefulness. Findings suggest smartwatch-based biofeedback may be a feasible adjunct to classroom routines when paired with adult co-regulation and explicit instruction, although implementation supports and child-appropriate hardware are needed. These findings highlight challenges and design considerations for early childhood settings and suggest that real-time physiological feedback may support young children's awareness of internal bodily cues, warranting further study.