ERIC Number: EJ1107041
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Two-Year Impact of a Mindfulness-Based Program on Preschoolers' Self-Regulation and Academic Performance
Thierry, Karen L.; Bryant, Heather L.; Nobles, Sandra Speegle; Norris, Karen S.
Early Education and Development, v27 n6 p805-821 2016
Research Findings: Students experienced a mindfulness program designed to enhance their self-regulation in prekindergarten and kindergarten. At the end of the 1st year of the program, these students showed improvements in teacher-reported executive function skills, specifically related to working memory and planning and organizing, whereas students in a business as usual control group showed a decline in these areas. No difference between the groups' receptive vocabulary was found in prekindergarten. At the end of kindergarten, the mindfulness group had higher vocabulary and reading scores than the business as usual group. Practice or Policy: These findings suggest that mindfulness practices may be a promising technique that teachers can use in early childhood settings to enhance preschoolers' executive functioning, with academic benefits emerging in the kindergarten year.
Descriptors: Metacognition, Self Control, Kindergarten, Preschool Children, Executive Function, Vocabulary Development, Scores, Educational Benefits, Teacher Attitudes, Short Term Memory, Program Descriptions, Program Effectiveness, Control Groups, Receptive Language, Elementary School Students, Intelligence Tests, Verbal Ability, Vocabulary, Reading Tests, Program Implementation, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A