Executive function
Can mindfulness and reflection games boost preschoolers' self-control?
Open access · cc by · source: Europe PMC
Low-income preschoolers who played mindfulness and 'stop and think' games for six weeks ended up ranked higher on self-control tasks than classmates who carried on as usual, but the advantage was small and did not beat a literacy-lesson control.
Study at a glance
- Design
- RCT — Children randomised within two schools to Mindfulness + Reflection, Literacy (active control) or business-as-usual; 30 daily small-group sessions over 6 weeks; EF, theory of mind and literacy tested at pre-test, post-test and 4-6-week follow-up
- N
- N=218 · 218 children enrolled (72 Mindfulness + Reflection, 76 Literacy, 68 business as usual); analysed samples varied by measure because of absences and missing teacher reports
- Population
- Preschool children (about 4-5 years old) attending two schools serving low-income families in Houston (mostly Hispanic) and Washington, DC (African American)
- Outcome
- Composite executive-function score from Head-Toes-Knees-Shoulders, Peg Tapping and the Minnesota Executive Function Scale; also theory of mind, letter-word literacy and teacher-rated behaviour
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Key findings
Executive function improved over time in all groups, and the overall condition-by-time interaction was not significant. In planned contrasts, the Mindfulness + Reflection group outperformed business-as-usual, mainly at the delayed follow-up, whereas the Literacy group did not differ from business-as-usual; the Mindfulness + Reflection group was not significantly better than Literacy. The benefit was clearest on the task most like the trained games and absent on an untrained card-sorting task, and there were no effects on theory of mind, literacy or teacher ratings.
Methodology
All preschoolers at two low-income schools were randomly assigned to one of three conditions. One group received a Mindfulness + Reflection programme: brief breathing and body-awareness exercises plus rule-switching games (such as a reverse 'Simon Says') in which teachers encouraged children to pause, notice difficulty and act deliberately. A second group received literacy lessons from a new teacher for the same time (active control), and a third stayed in regular class. Children did executive-function tasks, a theory-of-mind scale and a literacy test before, right after and 4-6 weeks after the 6-week programme.
Limitations
The main omnibus test found no condition effect, so the positive result depends on planned contrasts against the weakest comparison group, and the intervention did not beat the active control. Mindfulness, reflection and EF-game practice were delivered together, so their separate contributions cannot be identified. Implementation fidelity was not measured, many teacher reports were missing, parent participation was low at one site, and follow-up lasted only about a month. Two authors receive royalties from one of the EF measures used.
How this study connects
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