Philip David Zelazo|Jessica L. Forston|Ann S. Masten|Stephanie M. Carlson
Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood
University of Minnesota|D-Tree International|University of Minnesota|University of Minnesota
executive function ef skills essential academic achievement povertyrelated stress interferes development pretest posttest followup randomizedcontrol trial assessed impact intervention targeting reflection stress reduction childrens ef skills preschool children n 218 schools serving lowincome families two us cities randomly assigned one three options delivered 30 smallgroup sessions 6 weeks mindfulness reflection training literacy training business usual bau sessions conducted local teachers trained literacy curriculum mindfulness reflection intervention involved calming activities games provided opportunities practice reflection context goaldirected problem solving ef improved groups planned contrasts indicated mindfulness reflection group significantly outperformed bau group followup 4 weeks posttest differences ef observed bau literacy training groups results suggest brief smallgroup schoolbased intervention teaching mindfulness reflection improve ef skills literacy training promising compared bau improving ef lowincome preschool children several weeks following intervention