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Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood.

Philip David Zelazo1, Jessica L Forston2, Ann S Masten1

  • 1Institute of Child Development, University of Minnesota, Minneapolis, MN, United States.

Frontiers in Psychology
|March 15, 2018
PubMed
Summary

Mindfulness and reflection training improved executive function (EF) skills in preschool children from low-income families compared to usual care. The intervention showed promise for enhancing EF in this population.

Keywords:
executive functioninterventionmindfulnesspreschoolreflection

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Developmental Neuroscience

Background:

  • Executive function (EF) skills are critical for academic success.
  • Poverty-related stress negatively impacts the development of EF skills in children.
  • Targeting EF development is crucial for supporting children from low-income backgrounds.

Purpose of the Study:

  • To evaluate the impact of a school-based intervention on the EF skills of preschool children.
  • To compare the effectiveness of Mindfulness + Reflection training against literacy training and usual care.
  • To assess the sustainability of EF improvements following the intervention.

Main Methods:

  • A randomized-control trial with pre-test, post-test, and follow-up assessments.
  • Inclusion of 218 preschool children from low-income schools in two U.S. cities.
  • Three intervention arms: Mindfulness + Reflection, Literacy training, and Business as Usual (BAU).

Main Results:

  • Executive function (EF) skills improved across all groups.
  • The Mindfulness + Reflection group demonstrated significantly greater EF improvements than the BAU group at follow-up.
  • No significant differences in EF were found between the BAU and Literacy training groups.

Conclusions:

  • A brief, school-based Mindfulness + Reflection intervention shows potential for improving EF in low-income preschool children.
  • The intervention's effectiveness is comparable to literacy training but superior to usual care for enhancing EF.
  • Further research is warranted to explore the long-term effects and optimal delivery of such interventions.