Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum

Lisa Flook, Simon B Goldberg, Laura Pinger, Richard J Davidson, Lisa Flook, Simon B Goldberg, Laura Pinger, Richard J Davidson

Abstract

Self-regulatory abilities are robust predictors of important outcomes across the life span, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function, self-regulation, and prosocial behavior in a sample of 68 preschool children. The KC intervention group showed greater improvements in social competence and earned higher report card grades in domains of learning, health, and social-emotional development, whereas the control group exhibited more selfish behavior over time. Interpretation of effect sizes overall indicate small to medium effects favoring the KC group on measures of cognitive flexibility and delay of gratification. Baseline functioning was found to moderate treatment effects with KC children initially lower in social competence and executive functioning demonstrating larger gains in social competence relative to the control group. These findings, observed over a relatively short intervention period, support the promise of this program for promoting self-regulation and prosocial behavior in young children. They also support the need for future investigation of program implementation across diverse settings.

Figures

Figure 1
Figure 1
Treatment effects on sharing behavior. Over time the control group kept more stickers for themselves (shared less with others) on average across all trials relative to KC group. Standard error bars displayed. Plot displays results of RMANOVA analysis controlling for sharing at baseline.
Figure 2
Figure 2
Group differences in end of year school grades. Kindness Curriculum group earned higher marks than control group across three subject areas.
Figure 3
Figure 3
Individual differences in baseline inhibitory control predict response to intervention. Baseline inhibitory control (Flanker) predicts change (post - pre) in social competence. Mean change in social competence is displayed separately for KC and control group for bottom quartile, middle half, and top quartile performances on Flanker at baseline (quartiles computed for display purposes only). Children with lower inhibitory control in the KC group increased more in social competence compared to the control group. Interaction significant at p < .001

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Source: PubMed

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