The Effectiveness of a Mindfulness Intervention Using Mindful Breathing Practice on Self-Regulation and Social Skills in Early Childhood Children
Kadek Ayu Dwijayanti, Nice Maylani Asril, I Gusti Agung Ayu Wulandari
Journal for Lesson and Learning Studies July 25, 2026 DOI: 10.23887/jlls.v9i2.118868 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental pretest-posttest control group design Peer reviewed |
|---|---|
| Sample size | 40 |
| Population | Early childhood children |
| Intervention | Mindful breathing practice |
| Topics | Meditation |
| Key findings | Mindful breathing practice significantly improved social skills (p = 0.010) and self-regulation (p < 0.001) relative to a control group, and MANOVA indicated a significant simultaneous effect on both variables (F = 28.315, p < 0.001). The authors conclude mindful breathing can be an effective learning strategy for early childhood social-emotional development. |
Abstract
Self-regulation and social skills are essential aspects of early childhood social-emotional development that support learning readiness and successful school interactions. However, some children still struggle to regulate emotions, follow rules, cooperate, and interact positively with peers. Mindfulness-based learning through mindful breathing offers a potential approach to addressing these challenges. The study employed a quantitative approach with quasi-experimental method using a pretest-posttest control group design. The participants consisted of 40 children who were divided into experimental and control groups using cluster random sampling. Data were collected through an observation sheet that had met validity and reliability requirements and were analyzed using descriptive statistics, prerequisite tests, an Independent Samples t-test, and Multivariate Analysis of Variance (MANOVA) at a 5% significance level. The results showed that mindfulness learning through mindful breathing practice had a significant effect on social skills (p = 0.010) and self-regulation (p < 0.001). The MANOVA results also indicated a significant simultaneous effect on both variables (Pillai's Trace = 0.602; Wilks' Lambda = 0.398; F = 28.315; p < 0.001). These findings indicate that mindful breathing can serve as an effective learning strategy to support the development of self-regulation and social skills in early childhood. The implication is that mindful breathing practice can be used as an alternative mindfulness-based learning strategy to support children's social-emotional development.
Comparable studies
Other experimental studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| The benefits of being present: Mindfulness and its role in psychological well-being. Cancer patients (clinical intervention study) | 2003 | Mixed methods: scale development, correlational, quasi-experimental, laboratory, experience-sampling, and clinical intervention study | |
| Loving-kindness meditation increases social connectedness. | 2008 | Controlled laboratory experiment | |
| Mindfulness and mind-wandering: Finding convergence through opposing constructs. | 2012 | Two studies: correlational study and experimental study | |
| Mental Training Enhances Attentional Stability: Neural and Behavioral Evidence | 2009 | Experimental study | |
| Mindfulness meditation and substance use in an incarcerated population. Incarcerated population | 2006 | Quasi-experimental with treatment-as-usual control condition |