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

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.

Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature

“…Seven studies (Crooks et al, 2020 ; Jackman et al, 2019 ; Lemberger-Truelove et al, 2018 ; Li-Grining et al, 2021 ; Poehlmann-Tynan et al, 2016 ; Thierry et al, 2016 ; Zelazo et al, 2018 ) indicated that participants lived in economically disadvantaged communities, and one study recruited participants from a high trauma community (Razza et al, 2020 ). Though not all studies reported the types of early childhood programs, three studies were conducted in federally funded or subsidized preschools (Li-Grining et al, 2021 ; Jackman et al, 2019 ; Poehlmann-Tynan et al, 2016 ) and one study focused on a university based early childhood center (Wood et al, 2018 ). Five studies indicated that the majority of the participants were bilingual Hispanic or Latin X children (Lemberger-Truelove et al, 2018 ; Li-Grining et al, 2021 ; Moreno-Gómez and Cejudo, 2019 ; Thierry et al, 2016 ; Thierry et al, 2018 ).…”

Mindfulness-Based Program Embedded Within the Existing Curriculum Improves Executive Functioning and Behavior in Young Children: A Waitlist Controlled Trial

“…Since this comprehensive meta-analysis there have been three further studies evaluating the effectiveness of a mindfulness intervention in young children. Wood et al (2018) evaluated a mindfulness intervention delivered by specialist facilitators to preschoolers (age 3–5 years; n = 12) compared to a control condition ( n = 15). Outcomes were assessed using a purpose-designed teacher report questionnaire that assessed five components of EF as outlined by Miyake et al (2000).…”

Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review

“…The results of this study can be used to inform YMP programming in early childhood settings. In general, teachers in elementary [ 76 ] and early childhood settings [ 77 ] have indicated that YMP are feasible and acceptable to implement in educational settings. Education and childcare centers may also choose to integrate yoga and mindfulness practices within existing SEL programs.…”