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Date of Graduation
8-13-2022
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Tammy Gilligan
Debi Kipps-Vaughn
Dannette Bronaugh
Abstract
Recent studies on mindfulness and its impact on children have found promising results, especially with social-emotional skill development. A majority of the research on mindfulness applied in educational setting tends to focus on elementary and high school students, and there is limited, but growing research that examines the impact of mindfulness among early childhood students. This current study explored the impact of a brief mindfulness-based curriculum on an intact preschool classroom. Specifically, this study examined if preschool teachers perceive mindfulness practices in the classroom to impact their students’ self-regulation skills and social skills and how likely they were to continue using mindful practices in their classroom. The results found no statistical difference in the preschool students’ self-regulation and social skills before and after the brief mindfulness intervention, however, the preschool teacher did find the mindfulness practices used in the brief mindfulness curriculum to improve certain areas of her preschoolers’ social skills and self-regulation. The preschool teacher’s responses to items on an intervention acceptability measure indicated that the brief mindfulness-based curriculum used in this intervention was beneficial, appropriate, and effective in enhancing preschool students’ self-regulation and social skills.
Recommended Citation
Poggendorf, Allison, "Teacher perception of a brief mindfulness-based curriculum and its impact on the development of social skills and self-regulation on a preschool classroom" (2022). Educational Specialist, 2020-current. 59.
https://commons.lib.jmu.edu/edspec202029/59
Included in
Developmental Psychology Commons, Early Childhood Education Commons, School Psychology Commons
