Enhancing Executive Function Skills in Preschoolers through a Mindfulness-Based Intervention: A Randomized, Controlled Pilot Study

Autor/inn/en	Wood, Laura; Roach, Andrew T.; Kearney, Moriah A.; Zabek, Faith
Titel	Enhancing Executive Function Skills in Preschoolers through a Mindfulness-Based Intervention: A Randomized, Controlled Pilot Study
Quelle	In: Psychology in the Schools, 55 (2018) 6, S.644-660 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wood, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22136
Schlagwörter	Executive Function; Preschool Children; Preschool Education; Metacognition; Theory of Mind; School Readiness; Randomized Controlled Trials; Intervention; Feedback (Response); Usability; Student Surveys; Parent Surveys; Teacher Surveys; Feasibility Studies; Effect Size; Program Evaluation; Program Effectiveness + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Readiness for school; School ability; Schulreife; Schülerbefragung; Programme evaluation; Programmevaluation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11