Mindful Movement Programs in Community and University Preschools: Protocol for a Pilot Randomized Controlled Trial

Abstract

BackgroundChronic stress and emotional and cognitive regulation difficulties during early childhood are associated with risky behaviors and negative outcomes later in life. As preschoolers are at a developmental stage where their emotional and cognitive regulation skills are still emerging, they often rely on external support to manage their emotions and behaviors. Intervening early promotes healthy development and preventing adverse outcomes. Mindful movement practices (MMPs)—which incorporate physical activities, breathwork, and reflective exercises—show the potential to enhance emotional and behavioral skill regulation. However, the impact of MMPs on cognitive and social-emotional development in young children has not been thoroughly researched, and the underlying mechanisms remain unclear. ObjectiveThis pilot randomized controlled trial aims to assess the feasibility and acceptability of implementing MMPs in preschool classrooms and explore their effects on preschoolers’ social-emotional, cognitive, and physiological development. The study also focuses on enhancing prosocial behaviors and reducing problem behaviors. This protocol paper outlines the research procedures, sample demographics, and survey data psychometric properties. MethodsThe study was conducted in 3 preschool classrooms (2 intervention and 1 waitlist control). Data were collected among 32 children and 8 teachers. Before the study began, 8 formative focus groups were facilitated with 5 administrators and 33 teachers in total to inform modifications to the program and research design. The intervention group participated in a 16-week program that included neural-based drills, aerobic activities, breathwork, and “feelings circle” exercises, along with classroom and home kits. The waitlist control group received a shortened 8-week program after the intervention groups completed their sessions. Data were collected before the intervention, at the midway point of the intervention, and after the intervention and again 2 months after the intervention. Measures included behavioral tasks, biomarkers (heart rate variability via wearable sensors and hormonal substrates in hair), and surveys from parents and teachers. Implementation fidelity was assessed using quantitative logs, qualitative field notes, and video observations. Postintervention interviews and focus groups were conducted with teachers, parents, and administrators. ResultsFormative focus groups were conducted with 33 teachers and 5 administrators. Behavioral task, biomarker, and survey data were collected from 40 participants, including 32 preschoolers aged 3 to 5 (mean 4.4, SD 0.64) years and 8 teachers with a mean age of 37.9 (SD 11.47) years. Postintervention interviews and focus groups were completed with 7 teachers, 4 administrators, and 8 parents. ConclusionsThis paper describes study procedures. Future publications will present primary outcome findings and evaluate the feasibility and acceptability of this MMP and research design in community-based and university-based preschool settings. Future papers will explore the data to provide preliminary evidence for the program’s effectiveness, mechanisms of effects, and the need for larger randomized controlled trials to optimize early childhood mindfulness interventions. International Registered Report Identifier (IRRID)DERR1-10.2196/75731