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Two-year impact of a mindfulness-based program on preschoolers' self-regulation and academic performance

Resource Type: Reports & Papers
Author(s): Thierry, Karen L.; Bryant, Heather L.; Nobles, Sandra Speegle; Norris, Karen S.
Date Issued: August, 2016
Description: 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. (author abstract)
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Journal Title: Early Education and Development
Volume Number: 27
Issue Number: 6
Page Range: 805-821
Topics: Children & Child Development > Child Development & School Readiness

Programs, Interventions & Curricula > Interventions/Curricula > Social & Emotional
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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