Yoga-based interventions have been implemented in schools and demonstrated promising results on students’ self-regulation outcomes. Nevertheless, there is limited literature on the effects that yoga may have for children in the early primary grades, despite the evidence demonstrating that this is an opportune period in development for early self-regulation. Few studies have focused on young children living in the context of economic difficulty, which can hinder children’s development of self-regulatory skills and educational trajectories. The effects of an eight-week yoga intervention on economically disadvantaged pre-kindergarten and kindergarten children’s self-regulation and emotion regulation were examined via a paired within-subjects comparison study. Nine classrooms were assigned to the yoga intervention (Treatment First, TxFirst; n = 90) or a wait-list control group (Treatment Second, TxSecond; n = 64). All children were assessed at pre-intervention (Time 1), post-intervention assessment for TxFirst (Time 2), and post-intervention assessment for TxSecond (Time 3). Children demonstrated significant predicted gains on a behavioral task of self-regulation and declines in teacher-rated submissive venting and total behavior problems. Implications for future research are discussed, with a focus on including follow-up assessments and multiple dimensions of fidelity of implementation.

以瑜伽为基础的干预措施已在学校实施，并在学生的自我调节结果方面取得了可喜的成果。然而，关于瑜伽对小学低年级儿童的影响的文献有限，尽管有证据表明这是早期自我调节的发展时机。很少有研究关注生活在经济困难背景下的幼儿，这会阻碍儿童自我调节技能和教育轨迹的发展。通过配对的受试者内比较研究检查了八周瑜伽干预对经济上处于不利地位的学前班和幼儿园儿童的自我调节和情绪调节的影响。九间教室被分配到瑜伽干预（Treatment First，TxFirst；n  = 90）或等待名单对照组（第二次治疗，TxSecond；n  = 64）。所有儿童均在干预前（时间 1）、TxFirst 干预后评估（时间 2）和 TxSecond 干预后评估（时间 3）进行评估。儿童在自我调节的行为任务中表现出显着的预期收益，并且在教师评定的顺从发泄和总体行为问题方面有所下降。讨论了对未来研究的影响，重点包括后续评估和实施保真度的多个维度。