Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review

Yaoyao Sun, Renee Lamoreau, Samantha O’Connell, Raquel Horlick and Alessandra N. Bazzano
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Yaoyao Sun: School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, Jinan 250012, China
Renee Lamoreau: School of Science and Engineering, Tulane University, New Orleans, LA 70118, USA
Samantha O’Connell: School of Public Health and Tropical Medicine, Tulane University, New Orleans, LA 70112, USA
Raquel Horlick: School of Science and Engineering, Tulane University, New Orleans, LA 70118, USA
Alessandra N. Bazzano: School of Public Health and Tropical Medicine, Tulane University, New Orleans, LA 70112, USA

IJERPH, 2021, vol. 18, issue 11, 1-25

Abstract: Early childhood and the pre-school stage of development constitute a dynamic period for acquisition of social-emotional competencies. Yoga and mindfulness practices (YMP) have become increasingly used in schools for social emotional learning, but less is known about their utility in early childhood settings. A systematic review using PRISMA guidelines was undertaken to explore the effect of YMP on social emotional function among preschool-aged children (3–5 years). The review resulted in identification of 1115 records, of which 80 full text articles were screened, with final inclusion of 16 studies. Included studies evaluated the effect of YMP on social-emotional functioning, and identified the potential for YMP to improve regulatory skills such as behavioral self-regulation and executive function. Among studies reviewed, 13 reported improvements in these domains, but quality appraisal indicated significant variability in risk of bias across studies, and heterogeneity of outcome measurements hindered comparison. Programs appeared to produce better results when implemented for at least 6 weeks and among children who had lower baseline social-emotional functioning. YMP constitute a promising strategy for social emotional development in early childhood settings, but additional rigorously designed studies are needed to expand understanding of how and why these programs are effective.

Keywords: early childhood; school psychology; social-emotional learning; executive function; meditation; self-regulation (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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