![]() ![]() A literature review by Nieminen and Sajaniemi ( 2016) described the potential of using MBIs in early childhood settings to support young children. However, the research regarding mindfulness practices and MBIs in school settings have largely focused on older children, adolescents, and adults, (Frank et al., 2015 Greenberg & Harris, 2012 Jennings et al., 2017 Zenner et al., 2014). ![]() It is essential to provide programs to support self-regulation in early childhood settings. Thus, the early childhood years must be considered a sensitive period for the development of self-regulation. After the age of 7, self-regulation develops slowly (Razza et al., 2020), hindering those children who are behind their peers. Research indicates that most children have foundational self-regulation skills by the end of kindergarten but 35% of children are delayed in their development of self-regulation as much as a year and a half behind their peers (Montroy et al., 2016). Between the ages of 3 and 7, there is substantial development of the prefrontal cortex, allowing for the development of higher order thinking skills, including executive functioning, effortful control, theory of mind, and empathy (Zelazo & Lyons, 2012), which are all critical for self-regulation development (Razza et al., 2020). This finding further emphasizes the need for deliberate and prompt attention to this skill during the early childhood years.Įarly childhood is a critical time for the development of self-regulation skills, influenced by language skills, lived experiences, temperament, environment, and genetic inputs. Recent research indicates that digital learning (significantly expanded globally during the pandemic) demands substantial self-regulation skills (Limniou et al., 2021). Therefore, self-regulation is critical for success in almost every facet of life. The National Research Council and Institute of Medicine ( 2009) identified self-regulation as a risk factor for most mental, emotional and behavioral disorders, and as a protective factor for children with vulnerabilities for externalizing and internalizing disorders. In young children, low levels of self-regulation are predictive of disruptive external behaviors (e.g., aggression, impulsive behaviors, defiance), higher rates of rejection and exclusion by peers, more negative commands and redirections from teachers (Montroy et al., 2016), poor school readiness and sense of self-worth, lower academic achievement, difficulties managing stress, and high risk for substance abuse and law breaking (McClelland et al., 2013). Research shows that self-regulation is linked to empathy and conscience development, social competence, overall social and emotional well-being, peer acceptance, and academic success (Janz et al., 2019 Moffitt et al., 2011). The results of this review suggest that teaching mindfulness practices to young children and their caregivers can both support the development of self-regulation of young children and foster socially and emotionally healthy environments in which this development can occur. The current review found a wide variety of MBIs used in early childhood settings globally. Although MBIs were found to have mixed effects on self-regulation in young children, positive effects on self-regulation were significantly greater for children in need of additional support, including those with difficulties or delays in developing self-regulation skills. Results showed that teachers generally found mindfulness practices feasible, acceptable, and effective in their classrooms. The main purposes of the studies reviewed were to examine the effects of MBIs on the development of emotional, behavioral, and cognitive self-regulation. A total of 18 research studies conducted between 20 were identified. The goal of this literature review is to describe what research has shown about the use of mindfulness-based interventions (MBIs) to support young children’s self-regulation in early childhood settings. The COVID-19 pandemic has caused a rise in stress, mental health concerns, and externalizing behaviors in children and their caregivers across the globe and illuminated the need to reduce stress levels and support self-regulation skills in even the youngest of children.
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