Using Mindfulness Practices to Increase Self-Regulation in Pre-Kindergarten and Kindergarten-Aged Children
Document Type
Article
Publication Date
1-1-2024
Abstract
Background: Self-regulation is identified in the literature as an early predictor of later in life success and an important skill that develops over the course of a lifetime but begins in early childhood. Objective: The purpose of this research study was to assess whether direct instruction of Mindfulness Practices, such as guided meditation and yoga poses, can increase self-regulatory behaviors, such as impulse control, emotion regulation, and problem-solving in pre-kindergarten and kindergarten aged children. Methods: A single-case research study was designed to determine the effects of Mindfulness Practices on self-regulatory behaviors in young children. Participating students were chosen based on teacher nomination of who displayed a lack of self-regulatory behaviors. A multiple baseline design was utilized to collect data for 10-minute intervals daily over a six to nine-week span using a video camera. Each child’s self-regulatory behaviors were then scored using a modified version of the Regulation-Related Skills Measure (RRSM). Results: All three targeted children displayed increases in self-regulatory behaviors after the Mindfulness Practices were introduced. All three student participants displayed an increase in self-regulatory behaviors after Mindfulness Practices were introduced. Conclusion: Mindfulness Practices positively impacts students’ self-regulatory behaviors; however, results were inconclusive whether teacher fidelity during implementation could be established or not.
Publication Source (Journal or Book title)
Child and Youth Care Forum
Recommended Citation
Culotta, E., DiCarlo, C., & Rueter, D. (2024). Using Mindfulness Practices to Increase Self-Regulation in Pre-Kindergarten and Kindergarten-Aged Children. Child and Youth Care Forum https://doi.org/10.1007/s10566-024-09842-4