ERIC Number: EJ1049597
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Promoting Prosocial Behavior and Self-Regulatory Skills in Preschool Children through a Mindfulness-Based Kindness Curriculum
Flook, Lisa; Goldberg, Simon B.; Pinger, Laura; Davidson, Richard J.
Developmental Psychology, v51 n1 p44-51 Jan 2015
Self-regulatory abilities are robust predictors of important outcomes across the life span, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function, self-regulation, and prosocial behavior in a sample of 68 preschool children. The KC intervention group showed greater improvements in social competence and earned higher report card grades in domains of learning, health, and social-emotional development, whereas the control group exhibited more selfish behavior over time. Interpretation of effect sizes overall indicate small to medium effects favoring the KC group on measures of cognitive flexibility and delay of gratification. Baseline functioning was found to moderate treatment effects with KC children initially lower in social competence and executive functioning demonstrating larger gains in social competence relative to the control group. These findings, observed over a relatively short intervention period, support the promise of this program for promoting self-regulation and prosocial behavior in young children. They also support the need for future investigation of program implementation across diverse settings.
Descriptors: Self Control, Comparative Analysis, Experimental Groups, Control Groups, Metacognition, Intervention, Public Schools, Executive Function, Prosocial Behavior, Preschool Children, Early Childhood Education, Program Effectiveness, Interpersonal Competence, Grades (Scholastic), Social Development, Emotional Development, Child Development, Effect Size, Cognitive Ability, Delay of Gratification, Statistical Analysis, Teacher Attitudes, Rating Scales
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/89985