While feasibility is important to understand user experience, efficacy of these programs is required to ensure early learning programs are evidence-based (Allen & Kelly, 2015). Results suggest that EF skill development mediates the relationship between preschool teachers' Conscious Discipline fidelity and students' kindergarten readiness scores. We found that Conscious Discipline fidelity was significantly associated with students' EF skill gains, which in turn predicted outcomes on students' overall kindergarten readiness scores as well as their scores on evaluations of their language and literacy, math, social foundations, and physical development specifically. This study included 873 preschool-aged students from 146 classrooms that used the Conscious Discipline program. ![]() The purpose of this study was to examine the relationship between preschool teachers' Conscious Discipline fidelity and students' kindergarten readiness and social skill development. Past studies evaluating the effectiveness of this program, however, are limited and have yielded mixed results. The results of this review suggest that teaching mindfulness practices to young children and their caregivers can both support the development of self-regulation of young children and foster socially and emotionally healthy environments in which this development can occur.Ĭonscious Discipline is a classroom management program that targets relationship building and socio-emotional learning to improve students' academic performance, as well as executive function (EF) and social skills. The current review found a wide variety of MBIs used in early childhood settings globally. Although MBIs were found to have mixed effects on self-regulation in young children, positive effects on self-regulation were significantly greater for children in need of additional support, including those with difficulties or delays in developing self-regulation skills. Results showed that teachers generally found mindfulness practices feasible, acceptable, and effective in their classrooms. The main purposes of the studies reviewed were to examine the effects of MBIs on the development of emotional, behavioral, and cognitive self-regulation. ![]() A total of 18 research studies conducted between 20 were identified. ![]() The goal of this literature review is to describe what research has shown about the use of mindfulness-based interventions (MBIs) to support young children’s self-regulation in early childhood settings. The COVID-19 pandemic has caused a rise in stress, mental health concerns, and externalizing behaviors in children and their caregivers across the globe and illuminated the need to reduce stress levels and support self-regulation skills in even the youngest of children. Besides, the SM program can be further adjusted by teachers or caregivers to meet the needs of individual child. Policy implications must consider the use of an embedded SM program in early childhood education. The findings suggest that the SM program could enhance EFs, self-regulation development, and improve classroom behavior in preschoolers with initially poor EFs. 04), but not cognitive flexibility (t(28) = 1.04, p =. For performance levels, the SM group also showed greater development in working memory (t(28) = 2.36, p =. ![]() The results indicate that SM training improved children’s behavior related to EF skill (F(1,25) = 4.38, p =. Various methods were used to assess EFs for both behavioral and cognitive performance levels prior to and after the program. The SM program was delivered over the course of 8 weeks. Children were assessed their EF development using teacher reporting measures and they were then randomly assigned to either the SM group (n=15) or the control group (n=15). The impact of the SM program on EFs and self-regulation was investigated in preschoolers at risk. In this study, a school-based mindfulness (SM) program was designed based on a universal concept of mindfulness, in which the activities were adapted to fit with the context in Thailand. However, the evidence for benefits of mindfulness training on EFs in preschool children with initially poor EFs is still limited. In recent years, the mindfulness concept is increasingly applied to the education sector to promote executive functions (EFs) in young children.
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