A Systematic Review of Mindfulness Research with Preschool Children
Bibliographic record
Abstract
Mindfulness is a skill that enables individuals to accept their thoughts and feelings without judgement and to focus on their immediate experiences. It is important to determine the effects of mindfulness activities on children during the preschool period, as this is critical for their development. In this study, the systematic review method was used to examine the effects of mindfulness practices conducted with preschool children on their development. It is expected that the study will contribute to the scientific literature in terms of understanding the effects of mindfulness on children's different developmental areas and behaviours; it is also expected that it will be serves as a guide on the development of educational programmes and intervention practices to support mindfulness skills at an early age. The research included scientific studies and theses on mindfulness in preschool children (36-72 months) in Google Scholar, YÖK Thesis Centre, Tandfonline, ProQuest, EBSCO, Wiley Online Library, MEDLINE, Sage Journals, DergiPark, and JSTOR databases, which were conducted between 2015-2025 and could be accessed in full text. The databases were searched using the keywords "mindfulness" and "preschool" in English and "okul öncesi,” "mindfulness,” and "bilinçli farkındalık" in Turkish, which were determined by considering the subject title and the relationship with the purpose of the study. As a result of the search, 51 sources, 11 theses, and 40 studies were included in the review. The research results show that mindfulness-based programs have the potential to positively affect children's executive functioning, self-regulation skills, and social-emotional development. This study highlights the importance of early interventions and offers evidence-based guidance for future educational programs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.055 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.009 | 0.007 |
| Bibliometrics | 0.022 | 0.022 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".