Developing a Mindfulness-Based Program for Infant Schools: Feasibility, Acceptability, and Initial Effects

View/ Open
File version
Accepted Manuscript (AM)
Author(s)
Emerson, Lisa-Marie
Rowse, Georgina
Sills, Jennifer
Griffith University Author(s)
Year published
2017
Metadata
Show full item recordAbstract
Growing evidence points to the success of mindfulness for supporting the well-being of older children in schools; less is known about the effects with younger schoolchildren. This study sought to test the feasibility and acceptability of a program of mindfulness-based activities with a nonclinical sample of young children within a school setting. In addition, the impact of the program on measures of attention, inhibition, well-being, and mindfulness were assessed. A 4-week program of mindfulness-based activities was delivered within a classroom of 26 children, age 6 to 7 years. The program was feasible to implement and ...
View more >Growing evidence points to the success of mindfulness for supporting the well-being of older children in schools; less is known about the effects with younger schoolchildren. This study sought to test the feasibility and acceptability of a program of mindfulness-based activities with a nonclinical sample of young children within a school setting. In addition, the impact of the program on measures of attention, inhibition, well-being, and mindfulness were assessed. A 4-week program of mindfulness-based activities was delivered within a classroom of 26 children, age 6 to 7 years. The program was feasible to implement and acceptable to the majority of participants. Outcomes assessed at four time points (baseline, pre-, postintervention, and follow-up) demonstrated mixed effects. Sustained attention significantly increased postintervention and inhibition increased significantly during the baseline and intervention period. There was no change in well-being and mindfulness. Limitations on measurements are considered in light of the findings; appropriate measures of mindfulness and well-being need to be developed for this age group.
View less >
View more >Growing evidence points to the success of mindfulness for supporting the well-being of older children in schools; less is known about the effects with younger schoolchildren. This study sought to test the feasibility and acceptability of a program of mindfulness-based activities with a nonclinical sample of young children within a school setting. In addition, the impact of the program on measures of attention, inhibition, well-being, and mindfulness were assessed. A 4-week program of mindfulness-based activities was delivered within a classroom of 26 children, age 6 to 7 years. The program was feasible to implement and acceptable to the majority of participants. Outcomes assessed at four time points (baseline, pre-, postintervention, and follow-up) demonstrated mixed effects. Sustained attention significantly increased postintervention and inhibition increased significantly during the baseline and intervention period. There was no change in well-being and mindfulness. Limitations on measurements are considered in light of the findings; appropriate measures of mindfulness and well-being need to be developed for this age group.
View less >
Journal Title
Journal of Research in Childhood Education
Volume
31
Issue
4
Copyright Statement
© 2017 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research in Childhood Education on 03 Aug 2017, available online: http://www.tandfonline.com/10.1080/02568543.2017.1343211
Subject
Education systems
Curriculum and pedagogy
Other psychology not elsewhere classified