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Enhancing Attention Through Digital Mindfulness: Teacher Perspectives on Implementation in Preschool Settings

Özge Özel, Ayli̇n Sop, Özgenur Çolak

Kuramsal Eğitimbilim April 24, 2026 DOI: 10.30831/akukeg.1768760 (opens in new tab)

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Study at a glance

AI-extracted from the abstract
Characteristics Qualitative case study Case report Peer reviewed
Sample size 23
Population Preschool children aged 60–72 months in public institutions affiliated with MoNE, observed through two preschool teachers
Duration Four weeks; daily 40-minute sessions; interviews before and after the intervention
Topics Meditation
Key findings Teachers reported that technology-supported mindfulness activities improved children's attention in the short term, particularly in group settings, with increased focus, emotional regulation, and motivation. Benefits varied by individual differences, classroom dynamics, and distractions; children with pre-existing attention difficulties benefited less unless activities were applied systematically and consistently.

Abstract

This study investigates the impact of a digital mindfulness application on preschool children's attention skills based on teachers’ experiences. Adopting a qualitative case study design, the research was conducted with two preschool teachers and 23 children aged 60-72 months enrolled in public institutions affiliated with the MoNE. Over four weeks, daily 40-minute mindfulness sessions were implemented using the Nowanda digital application. Data were gathered through semi-structured interviews conducted before and after the intervention and analyzed using content analysis. Findings indicate that technology-supported mindfulness activities positively influenced children’s attention in the short term, particularly in group settings. Teachers observed increased focus, emotional regulation, and motivation; however, the effectiveness varied depending on individual differences, classroom dynamics, and external distractions. While the digital format was engaging and accessible, challenges emerged, including screen time management, spatial limitations, and insufficient pedagogical support. Teachers noted that children with pre-existing attention difficulties benefited less unless activities were applied systematically and consistently. The study concludes that when thoughtfully integrated and developmentally appropriate, digital mindfulness tools can support attention development in early childhood. Effective use requires teacher training and active family engagement. Further research is recommended to examine long-term effects and compare different mindfulness technologies in early learning environments.

Comparable studies

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Study Year Design Participants
Brain sources of EEG gamma frequency during volitionally meditation-induced, altered states of consciousness, and experience of the self Advanced meditator 2001 Case study n = 1
Mindfulness Meditation for Alcohol Relapse Prevention: A Feasibility Pilot Study Adult alcohol-dependent graduates of an intensive outpatient program 2008 Prospective case series n = 19
How does it feel to lack a sense of boundaries? A case study of a long-term mindfulness meditator. A single long-term mindfulness practitioner (S) with 40 years of practice in... 2015 Qualitative case study n = 1
Loving‐kindness meditation to enhance recovery from negative symptoms of schizophrenia Individuals suffering from schizophrenia-spectrum disorders with persistent negative... 2009 Case study
Mindfulness-Based Cognitive Therapy for Problem Gambling A female problem gambler 2011 Case study n = 1

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