Enhancing executive function skills in preschoolers through a mindfulness‐based intervention: A randomized, controlled pilot study

Enhancing executive function skills in preschoolers through a mindfulness‐based intervention: A... Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through mindfulness‐based interventions (MBIs). Whereas studies with older children and adults have supported this approach, research with young children has been more limited. In the current study, we evaluated the effectiveness, acceptability, and feasibility of Mini‐Mind, a 12‐session MBI created specifically for preschoolers. We used a randomized controlled design in a sample of 27 (intervention n = 12) preschoolers (3–5 years old). The evaluation included indirect measures of EF skills completed by teachers who were blinded to the experimental condition of the students. Additionally, parents, teachers, children, and facilitators provided feedback about the acceptability and feasibility of the intervention. Findings revealed mostly nonsignificant, small‐to‐medium effects in favor of the intervention group on indirect measures of EF skills. Furthermore, Mini‐Mind was rated as highly feasible and acceptable by children and stakeholders. Overall, the findings support the implementation and continued evaluation of Mini‐Mind in more diverse settings. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Psychology in the Schools Wiley

Enhancing executive function skills in preschoolers through a mindfulness‐based intervention: A randomized, controlled pilot study

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Publisher
Wiley Subscription Services, Inc., A Wiley Company
Copyright
Copyright © 2018 Wiley Periodicals, Inc., A Wiley Company
ISSN
0033-3085
eISSN
1520-6807
D.O.I.
10.1002/pits.22136
Publisher site
See Article on Publisher Site

Abstract

Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through mindfulness‐based interventions (MBIs). Whereas studies with older children and adults have supported this approach, research with young children has been more limited. In the current study, we evaluated the effectiveness, acceptability, and feasibility of Mini‐Mind, a 12‐session MBI created specifically for preschoolers. We used a randomized controlled design in a sample of 27 (intervention n = 12) preschoolers (3–5 years old). The evaluation included indirect measures of EF skills completed by teachers who were blinded to the experimental condition of the students. Additionally, parents, teachers, children, and facilitators provided feedback about the acceptability and feasibility of the intervention. Findings revealed mostly nonsignificant, small‐to‐medium effects in favor of the intervention group on indirect measures of EF skills. Furthermore, Mini‐Mind was rated as highly feasible and acceptable by children and stakeholders. Overall, the findings support the implementation and continued evaluation of Mini‐Mind in more diverse settings.

Journal

Psychology in the SchoolsWiley

Published: Jan 1, 2018

Keywords: ; ;

References

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