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

Bockmann, Jill O; Yu, Seon Yeong

doi:10.1007/s10643-022-01333-2

Cited by 24 publications

(17 citation statements)

References 52 publications

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“…First, this study found that after the mindfulness-based intervention, children’s behavioral performance significantly improved in the DCCS task, indicating that the mindfulness-based intervention effectively enhanced children’s behavioral scores in the cognitive shifting. This finding is consistent with previous studies, confirming a positive effect of mindfulness training on children’s cognitive shifting ( Flook et al, 2015 ; Bockmann and Yu, 2022 ). Second, this study found that children improved their behavioral performance in the Missing Scan task after the intervention, indicating that the mindfulness training was also effective in increasing children’s working memory span, which is consistent with previous studies ( Janz et al, 2019 ; Razza et al, 2020 ).…”

Section: Discussionsupporting

confidence: 93%

“…Generally speaking, mindfulness training is effective in enhancing young children’s EF, which corroborates with the findings of a recent literature review. However, the longer duration and higher training frequency tend to improve ( Bockmann and Yu, 2022 ). It was also interesting to find that when separating the boys and girls, changes in the behavioral tasks (DCCS and missing scan) were significant only in the boys’ group, indicating that the mindfulness-based intervention benefited boys more than girls.…”

Section: Discussionmentioning

confidence: 99%

“…A recent review on mindfulness-based intervention with young children suggested that over time, with practice and integration, mindfulness programs could support EF development in the early years ( Bockmann and Yu, 2022 ). In addition, this review study also found noticeable variations in the structure, design, skills taught, frequency of practice, and duration of mindfulness-based interventions globally.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study

Xie

Gong

et al. 2022

Front. Behav. Neurosci.

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Mindfulness training has been found to enable cognitive and emotional awareness and diminish emotional distraction and cognitive rigidity. However, the existing intervention studies have largely focused on school children, adolescents, and adults, leaving young children unexplored. This study examined the influence of mindfulness training on young children using the one-group pretest-posttest design. Altogether 31 Chinese preschoolers (Mage = 67.03 months, SD = 4.25) enrolled in a 5-week, twice-per-week mindfulness training. Their cognitive shifting, inhibitory control, and working memory were examined using a battery of executive function tasks. And their brain activations in the region of interest during the tasks were measured using fNIRS before and after the intervention. Results showed that their cognitive shifting and working memory tasks performance significantly improved, and their activation in the DLPFC significantly changed. Implications for this study were also included.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study

Xie

Gong

et al. 2022

Front. Behav. Neurosci.

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“…Previous systematic literature reviews of intervention studies have tended to take either a broader approach in terms of included age range (Diamond & Ling, 2019;Jacob & Parkinson, 2015;Pandey et al, 2018), or a narrower approach, electing to focus on studies that developed either one or more distinct component of SR/EF in preschool contexts. The latter is evidenced in previous reviews on SR (Pandey et al, 2018;Robson et al, 2020); training of working memory using digital technology (Scionti et al, 2020;Melby-Lervåg & Hulme, 2013); mindfulness-based interventions (Bockmann & Yu, 2022;Maynard et al, 2017;Sun et al, 2021); physical activity (Carson et al, 2016;Wood et al, 2020); and specific curricula (Baron et al, 2017;Marshall, 2017). In addition, systematic reviews have also been conducted into the effectiveness of social and emotional (SEL) curriculum-based interventions in preschool settings to improve aspects of SR for both teachers and students (Blewitt et al, 2018(Blewitt et al, , 2020Stefan et al, 2022).…”

Section: Findings Of Previous Reviewsmentioning

confidence: 97%

Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review

2023

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This systematic literature review sought to reconcile the evidence of efficacy for interventions and approaches to enhancing self-regulation and/or executive function in preschool settings. Following PRISMA methodology, a comprehensive search of 20 years of intervention research identified 85 studies that met inclusion criteria. Interventions were categorised by intervention approach and coded for their characteristics (e.g. sample size, dose, duration, interventionist, intervention activities), outcomes (e.g. significance, size of effects) and study quality (i.e. risk of bias). Reconciliation of intervention results indicated (1) within intervention approaches, some approaches had more consistent and robust evidence of efficacy (e.g. mindfulness, mediated play, physical activity) and (2) across intervention approaches, characteristics that had greater (or exclusive) presence amongst the higher efficacy interventions (e.g. cognitive challenge, movement, as well as interventionist, fidelity and dose considerations). Implications for future intervention (re)design, and for theorising about mechanisms of self-regulation and executive function change, are discussed.

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“…En contraposición sería recomendable otorgar el papel protagonista de alguna sesión a estas modalidades, pues pensadas y enfocadas de manera atractiva pueden ser todo un éxito, tal y como lo pudo corroborar con una investigación Urriza (2016). Una reciente revisión de literatura (Bockmann, Jill O. and Seon Yeong Yu., 2022).…”

Section: Discussionunclassified

¿A qué juega el alumnado de Educación Infantil en las clases de Educación Física? Un análisis cualitativo

Viña-Gesto

Arufe-Giráldez

2023

Sportis Sci J

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El juego es primordial en la infancia especialmente para trabajar contenidos vinculados a la Educación Física. En la actualidad existen múltiples tipos de juego para realizar con los niños de 3 a 6 años en las clases de Educación Física o psicomotricidad. El objetivo de este estudio es conocer qué tipos de juegos emplean en las sesiones de Educación Física el profesorado de Educación Infantil. Se ha realizado una entrevista semiestructurada a un total de 9 docentes de Educación Infantil de diferentes centros educativos distribuidos por España. Los resultados obtenidos indican que los maestros y maestras de Educación Infantil utilizan principalmente el juego dirigido en las clases de Educación Física/Psicomotricidad frente al juego libre. A su vez, optan más por el juego cooperativo frente al competitivo. Con relación a los juegos de expresión corporal prefieren utilizar la música y el baile y en menor medida los juegos de imitación. Son pocos quienes optan por la dramatización o el clown y ninguno nombra los juegos de narrativa corporal creativa. Algún docente alude la falta de formación en expresión corporal. No se ha constatado el trabajo de algunos tipos de juegos, como los juegos acuáticos, juegos en la naturaleza o juegos vinculados a habilidades de deslizamiento como patinar, monopatín, bicicleta o triciclo. Se concluye, que pese a existir múltiples tipos de juegos, el profesorado de Educación Infantil opta por dar preferencia a unos frente a otros, sospechando que las barreras materiales o de infraestructuras existentes en los centros educativos pueden ser un motivo de la preferencia de un tipo de juego sobre otros. Además de la ausencia de formación, pudiendo justificar la no realización de algunos juegos en el aula.

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

Cited by 24 publications

References 52 publications

Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study

Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study

Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review

¿A qué juega el alumnado de Educación Infantil en las clases de Educación Física? Un análisis cualitativo

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