Project CaLM: A Pilot Intervention Integrating Mindfulness Strategies into Head Start Classrooms

Abstract

Using a participatory action research approach, this pilot project examined how mindfulness techniques could be integrated into classroom routines in Head Start programs, which serve children who live below the federal poverty line. In Study 1, we conducted limited-efficacy testing and examined the implementation of our intervention, which we refer to as Project CaLM (Children Learning Mindfulness). Although the study lacked adequate statistical power, when comparing the well-being of children who did and did not receive the intervention, most results were in the expected direction, but were non-significant. Still, findings show that teachers generally implemented Project CaLM at greater frequencies and duration than expected. Study 2 investigated the acceptability of and demand for mindfulness strategies among teachers and parents using both survey and open-ended questions. Results revealed favorable views of and interest in mindfulness practices. Future research should consider extending Project CaLM in terms of sample size and context.

Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature

“…All of the 10 studies indicated a positive change in behavioral regulation for children who participated in the MBIs. While some reported an overall positive direction of behavior change (Li-Grining et al, 2021 ; Wood et al, 2018 ), other studies revealed reductions in conduct and behavioral problems, including hyperactivity and aggression (Crooks et al, 2020 ; Janz et al, 2019 ; Moreno-Gómez and Cejudo, 2019 ), as indicated in teacher rating scales and reports. Several researchers also found significant increases in behavioral regulation and behavior control after their participation in MBIs (Lemberger-Truelove et al, 2018 ; Poehlmann-Tynan et al, 2016 ; Razza et al, 2020 ).…”

“…Seven studies (Crooks et al, 2020 ; Jackman et al, 2019 ; Lemberger-Truelove et al, 2018 ; Li-Grining et al, 2021 ; Poehlmann-Tynan et al, 2016 ; Thierry et al, 2016 ; Zelazo et al, 2018 ) indicated that participants lived in economically disadvantaged communities, and one study recruited participants from a high trauma community (Razza et al, 2020 ). Though not all studies reported the types of early childhood programs, three studies were conducted in federally funded or subsidized preschools (Li-Grining et al, 2021 ; Jackman et al, 2019 ; Poehlmann-Tynan et al, 2016 ) and one study focused on a university based early childhood center (Wood et al, 2018 ). Five studies indicated that the majority of the participants were bilingual Hispanic or Latin X children (Lemberger-Truelove et al, 2018 ; Li-Grining et al, 2021 ; Moreno-Gómez and Cejudo, 2019 ; Thierry et al, 2016 ; Thierry et al, 2018 ).…”

“…Though not all studies reported the types of early childhood programs, three studies were conducted in federally funded or subsidized preschools (Li-Grining et al, 2021 ; Jackman et al, 2019 ; Poehlmann-Tynan et al, 2016 ) and one study focused on a university based early childhood center (Wood et al, 2018 ). Five studies indicated that the majority of the participants were bilingual Hispanic or Latin X children (Lemberger-Truelove et al, 2018 ; Li-Grining et al, 2021 ; Moreno-Gómez and Cejudo, 2019 ; Thierry et al, 2016 ; Thierry et al, 2018 ). In summary, the studies reviewed involved diverse participants across socio-economic levels, cultures, and risk factors.…”

“…Changes in cognitive regulation were indicated by increases in attention, executive functions, including inhibitory control, cognitive flexibility and working memory. The use of MBIs in early childhood settings led to decreases in executive function deficits (Crooks et al, 2020 ), increases in cognitive flexibility and inhibitory control (Flook et al, 2015 ), attention regulation (Li-Grining et al, 2021 ; Janz et al, 2019 ; Razza et al, 2015 ; Razza et al, 2020 ; Viglas & Perlman, 2018 ), and moderate reductions in academic problems (Moreno-Gómez and Cejudo, 2019 ). All these studies suggest that mindfulness practices with young children have potential to support the development of cognitive self-regulation by fostering awareness, cognitive flexibility, inhibitory control, and executive functions.…”

“…Only Jackman et al ( 2019 ) included a component for training parents in the use of mindfulness practices at home, and participation level in this training was noted as low. Several studies included parent ratings in addition to teacher ratings in measures of self-regulation (Crooks et al, 2020 ; Jackman et al, 2019 ; Li-Grining et al, 2021 ; Wood et al, 2018 ; Zelazo et al, 2018 ), though low levels of completion of these rating scales were reported. Notably, discrepancies were found between parent ratings and teacher ratings in terms of changes in children’s self-regulation after their participations in MBIs.…”