Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood Article Swipe
Philip David Zelazo
,
Jessica L. Forston
,
Ann S. Masten
,
Stephanie M. Carlson
·
YOU?
·
· 2018
· Open Access
·
· DOI: https://doi.org/10.3389/fpsyg.2018.00208
YOU?
·
· 2018
· Open Access
·
· DOI: https://doi.org/10.3389/fpsyg.2018.00208
Executive function (EF) skills are essential for academic achievement, and poverty-related stress interferes with their development. This pre-test, post-test, follow-up randomized-control trial assessed the impact of an intervention targeting reflection and stress reduction on children's EF skills. Preschool children (N = 218) from schools serving low-income families in two U.S. cities were randomly assigned to one of three options delivered in 30 small-group sessions over 6 weeks: Mindfulness + Reflection training; Literacy training; or Business as Usual (BAU). Sessions were conducted by local teachers trained in a literacy curriculum or Mindfulness + Reflection intervention, which involved calming activities and games that provided opportunities to practice reflection in the context of goal-directed problem solving. EF improved in all groups, but planned contrasts indicated that the Mindfulness + Reflection group significantly outperformed the BAU group at Follow-up (4 weeks post-test). No differences in EF were observed between the BAU and Literacy training groups. Results suggest that a brief, small-group, school-based intervention teaching mindfulness and reflection did not improve EF skills more than literacy training but is promising compared to BAU for improving EF in low-income preschool children several weeks following the intervention.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.3389/fpsyg.2018.00208
- https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00208/pdf
- OA Status
- gold
- Cited By
- 104
- References
- 71
- Related Works
- 10
- OpenAlex ID
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All OpenAlex metadata
Raw OpenAlex JSON
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https://openalex.org/W2787916887Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.3389/fpsyg.2018.00208Digital Object Identifier
- Title
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Mindfulness Plus Reflection Training: Effects on Executive Function in Early ChildhoodWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2018Year of publication
- Publication date
-
2018-02-26Full publication date if available
- Authors
-
Philip David Zelazo, Jessica L. Forston, Ann S. Masten, Stephanie M. CarlsonList of authors in order
- Landing page
-
https://doi.org/10.3389/fpsyg.2018.00208Publisher landing page
- PDF URL
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https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00208/pdfDirect link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
-
goldOpen access status per OpenAlex
- OA URL
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https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00208/pdfDirect OA link when available
- Concepts
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Mindfulness, Psychology, Context (archaeology), Curriculum, Intervention (counseling), Test (biology), Literacy, Developmental psychology, Clinical psychology, Pedagogy, Psychiatry, Biology, PaleontologyTop concepts (fields/topics) attached by OpenAlex
- Cited by
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104Total citation count in OpenAlex
- Citations by year (recent)
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2025: 19, 2024: 13, 2023: 22, 2022: 16, 2021: 15Per-year citation counts (last 5 years)
- References (count)
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71Number of works referenced by this work
- Related works (count)
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10Other works algorithmically related by OpenAlex
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