A Pilot Study of Contemplative Practices with Economically Disadvantaged Preschoolers: Children’s Empathic and Self-Regulatory Behaviors

Self‐Regulatory Growth Effects for Young Children Participating in a Combined Social and Emotional Learning and Mindfulness‐Based Intervention

“…In the current study, findings drawn from both the qualitative and the quantitative data indicate the importance of the content and persistence of the intervention. As with findings reported by Poehlmann‐Tynan et al (), students participating in our study were most actively engaged in experiential activities that included movement, songs, or stories and role playing, as opposed to activities using largely abstract concepts or didactic instruction. These types of activities are consistent with the recommendations and outcomes customary of counseling practices with young children (Bratton, Ray, Rhine, & Jones, ), thus implying the relevance of the intervention considered here and the usefulness of trained professional counselors as prevention‐focused service providers in early child care facilities.…”

“…Inspired by results found in a number of MBI studies directed at young children (e.g., Mendelson et al, ; Poehlmann‐Tynan et al, ), we tested the efficacy of an 8‐week, counselor‐led SEL and MBI intervention delivered to 3‐ and 4‐year‐old students from an economically disadvantaged area. Results from the quantitative analyses illustrate significant treatment effects for the students participating in the intervention group in self‐regulatory outcomes, such as task orientation (i.e., a child's engagement, self‐reliance, and behavior control; Downer et al, ) and orientation to experience (i.e., one's curiosity, openness, and acceptance of the experience of the present moment; Bishop et al, ).…”

“…In a second MBI early childhood intervention study, Poehlmann‐Tynan et al () examined an ethnically diverse (72% non‐White), economically challenged (100% meeting the federal definition of poverty) group of 29 children ages 3–5 years. Participating children were from five classrooms; two classrooms were randomly selected to receive the MBI over a 12‐week period.…”

Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood

“…Studies of children ranging in age from 4–12 years old provide evidence supporting the effectiveness of both computerized and behavioral training tasks that improve working memory, cognitive flexibility, self-control, and behavioral inhibition (for a review see Diamond & Lee, 2011). Recent randomized control trial evidence also supports the effectiveness of a mindfulness intervention specifically for improving self-regulation among economically disadvantaged preschoolers (Poehlmann et al, 2016). The current observational study provides further empirical and foundational support for the design and testing of such interventions.…”

Applications of Mindfulness-Based Interventions in School Settings: an Introduction

“…Poehlmann-Tynan et al (2016) explored the feasibility and the effects of an intervention with preschoolers from low socio-economic status backgrounds, and found that it is not only possible to implement mindfulness-based curricula with this population but that such experiences may benefit student attentional and self-regulatory skills. Bakosh et al (2016) conducted their intervention study in an elementary school setting and found that 10 min of daily practice using pre-recorded instructions appeared to improve student academic achievement.…”