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Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature.

Jill O Bockmann, Seon Yeong Yu

Early childhood education journal March 21, 2022 DOI: 10.1007/s10643-022-01333-2 (opens in new tab)

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Characteristics Literature review Peer reviewed
Population Young children in early childhood settings and their caregivers and teachers, as represented across 18 reviewed studies
Intervention Mindfulness-based interventions (MBIs)
Topics Meditation
Keywords Young children Self-regulation Early childhood Mindfulness-based interventions
Key findings Across 18 studies, mindfulness-based interventions showed mixed effects on young children's self-regulation, but positive effects were significantly greater for children needing additional support, including those with difficulties or delays in self-regulation. Teachers generally found the practices feasible, acceptable, and effective, and the review suggests that teaching mindfulness to children and caregivers may support self-regulation and healthier social-emotional environments.

Abstract

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. 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. A total of 18 research studies conducted between 2010 and 2021 were identified. The main purposes of the studies reviewed were to examine the effects of MBIs on the development of emotional, behavioral, and cognitive self-regulation. Results showed that teachers generally found mindfulness practices feasible, acceptable, and effective in their classrooms. 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. The current review found a wide variety of MBIs used in early childhood settings globally. 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.

Comparable studies

Other narrative reviews on meditation, most cited first.

Study Year Design Participants
Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical populations 2003 Review
Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects 2007 Review
Mindfulness Interventions 2016 Review
Mind the Hype: A Critical Evaluation and Prescriptive Agenda for Research on Mindfulness and Meditation 2017 Review
Mindfulness and acceptance: expanding the cognitive-behavioral tradition 2005 Review

Citations in the library

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