Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum.
Developmental Psychology November 10, 2014 Lisa Flook, Simon B. Goldberg, Laura Pinger et al. 561 citations
A 12-week mindfulness-based Kindness Curriculum delivered in a public school setting improved social competence and report card grades in learning, health, and social-emotional development among 68 preschool children, while the control group showed more selfish behavior over time. Small to medium effects favoring the intervention group were found on measures of cognitive flexibility and delay of gratification. Children initially lower in social competence and executive functioning showed larger gains in social competence. The findings support the program's promise for promoting self-regulation and prosocial behavior in young children.