Using Mindfulness Practices to Increase Self-Regulation in Pre-Kindergarten and Kindergarten-Aged Children

Self-regulation is identified in the literature as an early predictor of later in life success and an important skill that develops over the course of a lifetime but begins in early childhood.

The purpose of this research study was to assess whether direct instruction of Mindfulness Practices, such as guided meditation and yoga poses, can increase self-regulatory behaviors, such as impulse control, emotion regulation, and problem-solving in pre-kindergarten and kindergarten aged children.

A single-case research study was designed to determine the effects of Mindfulness Practices on self-regulatory behaviors in young children. Participating students were chosen based on teacher nomination of who displayed a lack of self-regulatory behaviors. A multiple baseline design was utilized to collect data for 10-minute intervals daily over a six to nine-week span using a video camera. Each child’s self-regulatory behaviors were then scored using a modified version of the Regulation-Related Skills Measure (RRSM).

All three targeted children displayed increases in self-regulatory behaviors after the Mindfulness Practices were introduced. All three student participants displayed an increase in self-regulatory behaviors after Mindfulness Practices were introduced.

Mindfulness Practices positively impacts students’ self-regulatory behaviors; however, results were inconclusive whether teacher fidelity during implementation could be established or not.