This study examines the effectiveness of a School-Based Mindfulness Program (SBMP) designed to support attention regulation, emotion regulation, self-awareness, and self-compassion in preschool children aged 48-72 months. The intervention was implemented in preschool classrooms over eight weeks and consisted of 24 structured sessions. A quasi-experimental design with two experimental groups (researcher-led and teacher-led implementation) and one control group was used. School readiness outcomes were assessed using the School Readiness Assessment Tool (SRAT).
The School-Based Mindfulness Program (SBMP) is an eight-week classroom-based intervention designed to enhance preschool children's attention focus, emotion regulation, self-awareness, and self-compassion. The program consists of 24 structured sessions delivered three times per week within the natural classroom setting. Each session follows a structured format including a brief attention-focusing exercise, a core experiential activity, and a short reflective closure. The activities include breathing awareness exercises, sensory awareness practices, emotion recognition tasks, and reflective activities aimed at supporting children's emotional and cognitive development. The study employed a quasi-experimental design with two experimental conditions (researcher-led and teacher-led implementation) and one control group. Children in the control group continued their regular preschool curriculum. School readiness outcomes were measured at three time points: pre-test, post-test, and follow-up. The program was theoretically informed by principles of flow theory, emphasizing focused attention, balance between challenge and skill, and immediate feedback. The intervention aimed to support developmental processes associated with school readiness, including attentional control, emotional regulation, and self-regulation skills.
Study Type
INTERVENTIONAL
Allocation
NON_RANDOMIZED
Purpose
OTHER
Masking
SINGLE
Enrollment
71
An eight-week classroom-based mindfulness program consisting of 24 structured sessions delivered three times per week. Each session includes attention-focusing exercises, experiential activities, and reflective practices designed to support attention, emotion regulation, self-awareness, and self-compassion in preschool children.
Vilayetler Hizmet Birligi Preschool, Sehitkamil, Gaziantep, Turkey
Gaziantep, Gaziantep, Turkey (Türkiye)
School Readiness
School readiness levels of preschool children assessed using the School Readiness Assessment Tool- Child Form. Scores range from 0 to 74, with higher scores indicating higher levels of school readiness.
Time frame: Baseline (Week 0), post-intervention (Week 8), and follow-up (Week 12)
Parent-Reported School Readiness
Parents' evaluations of children's school readiness using the School Readiness Assessment Tool-Parent Form. Scores range from 0 to 170, with higher scores indicating higher levels of school readiness.
Time frame: Baseline (Week 0) and post-intervention (Week 8)
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