ABSTRACT

Research Findings: In order to investigate the effects of a mindfulness-based intervention on preschooler’s social-emotional learning skills, the present pre-post test pilot study assessed prosocial behavior, self-regulation and perspective taking in 21 preschool children, randomly assigned either to the experimental or the control group. Children who received the intervention showed significant improvements in prosocial behavior, in the inhibitory processes of self-regulation and in the ability of perspective taking, particularly in its emotional and cognitive components. Practice or Policy: These preliminary findings, which should be supported by further empirical investigation in larger samples, encourage the use of mindfulness-practices in preschool-age children in order to enhance social-emotional competence.

摘要

研究结果: 为了调查基于正念的干预对学龄前儿童社会情感学习技能的影响，本研究评估了 21 名学龄前儿童的亲社会行为、自我调节和观点，随机分配到实验组或对照组。接受干预的儿童在亲社会行为、自我调节的抑制过程和观点采择能力方面表现出显着改善，特别是在其情绪和认知成分方面。实践或政策：这些初步发现应该得到更大样本的进一步实证调查的支持，鼓励在学龄前儿童中使用正念练习，以提高社交情感能力。