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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Related Experiment Video

Updated: Jan 19, 2026

Combining Behavior and EEG to Study the Effects of Mindfulness Meditation on Episodic Memory
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Mindfulness-Based Program Embedded Within the Existing Curriculum Improves Executive Functioning and Behavior in

Philip Janz1, Sharon Dawe1, Melissa Wyllie1

  • 1School of Applied Psychology, Griffith University, Mount Gravatt, QLD, Australia.

Frontiers in Psychology
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Summary

This study shows that the CalmSpace mindfulness program improved executive functions and attention in young students. Classroom mindfulness activities can benefit children

Keywords:
childrencurriculumeducationexecutive functionmindfulnessteachers

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Mindfulness Studies

Background:

  • Early childhood is critical for developing self-regulation and executive functions.
  • Mindfulness-based interventions show promise in educational settings.
  • Limited research exists on mindfulness programs for early school-aged children.

Purpose of the Study:

  • To investigate the effects of a curriculum-embedded mindfulness program (CalmSpace) on executive functions and behavior in early school years.
  • To assess the feasibility and impact of classroom-based mindfulness delivered by teachers.

Main Methods:

  • A waitlist-controlled trial involving 55 students in the intervention group and 36 in the control group.
  • Direct measures of executive functioning (Flanker Task, DCCS) and teacher-reported behavior (Strengths and Difficulties Questionnaire).
  • Intervention delivered over two school terms by classroom teachers.

Main Results:

  • Significant improvements in executive functions (DCCS and Flanker Task) for the CalmSpace group compared to the waitlist control.
  • Teacher-reported improvements in overall behavior, emotional symptoms, and attention for students in the CalmSpace program.
  • Effect sizes ranged from moderate to large, indicating meaningful improvements.

Conclusions:

  • The CalmSpace mindfulness program effectively enhances executive functions and attention in young children.
  • Integrating targeted mindfulness activities into the school curriculum can be a valuable addition.
  • Findings support the use of classroom-based mindfulness for supporting early childhood development.