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22-01-2022 | ORIGINAL PAPER

A Mindfulness-Based Curriculum Improves Young Children’s Relationship Skills and Social Awareness

Auteurs: Karen L. Thierry, Rhonda L. Vincent, Karen S. Norris

Gepubliceerd in: Mindfulness | Uitgave 3/2022

Abstract

Objectives

This study examined the effect of the Settle Your Glitter mindfulness-based curriculum on kindergarten through second-grade students’ emotion recognition in others, self-control, social problem-solving, and perspective-taking.

Methods

Students from one school (n = 186; 66% African American and 20% Latinx) experienced the mindfulness intervention plus business-as-usual academic curriculum. Students from another school (n = 214; 84% African American and 11% Latinx) experienced the academic curriculum only with inclusion of a literacy coach (active control).

Results

Intervention students demonstrated better posttest emotion recognition (Cohen’s d = 0.38) and problem-solving (Cohen’s d = 0.26) than control students. The effect on emotion recognition was moderated by pretest levels of self-control, such that intervention students with lower initial self-control had greater gains in emotion recognition than those with higher initial self-control, whose gain scores did not differ from control students. Control students had higher posttest perspective-taking scores than intervention students, which is likely a result of literacy coaching that control teachers received. Pretest self-control scores positively predicted perspective-taking gain scores, regardless of treatment group.

Conclusions

The curriculum improved skills that are critical for social awareness and managing relationships with others.

vorige artikel Acute and Enduring Effects of Mindful Eating on Delay and Probability Discounting for Food and Money in Food-Insecure Women

volgende artikel Mindfulness as a Moderator of the Relationship Between Engaged Living and Depression in Emerging Adulthood

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Titel: A Mindfulness-Based Curriculum Improves Young Children’s Relationship Skills and Social Awareness
Auteurs: Karen L. Thierry
Rhonda L. Vincent
Karen S. Norris
Publicatiedatum: 22-01-2022
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 3/2022
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-022-01830-w

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