Early childhood teachers’ understanding of executive functions and strategies employed to facilitate them

Frontiers in Education, Journal Year: 2025, Volume and Issue: 9

Published: Jan. 16, 2025

Introduction Adult-child interactions have a noteworthy influence over how executive functions develop. However, despite recognising the importance of in child’s success, little research has been undertaken to explore role early childhood teachers facilitating development children through their teaching practice. The current study thus explored what understanding and pedagogical practices they use contribute 3 5-year-old within preschool settings. Methods Data were collected an online questionnaire completed by 58 across Victoria, Australia. included both closed open-ended questions, aiming participants’ specific employed facilitate these skills classroom. Qualitative data from responses analysed thematically identify recurring perceptions. Results results reveal that some reported strong functions. Further, implementing everyday classroom intended promote Thematic analysis qualitative reveals apply five functions: environment activity structuring, supporting autonomous behaviours, enacting purposeful organisation, encouraging sustained shared thinking, conducting activities support Discussion self-reported this suggest know much about evidence-based children’s such aligned closely with recommended literature. was gained experience, drawing attention need for stronger focus on during initial teacher education courses. As such, highlights Australian courses ensure functions-supportive are explicitly addressed. insights revealed here should inform initiatives raise awareness among forefront time spent preschoolers.

Language: Английский

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Digitally Assisted Mindfulness in Training Self-Regulation Skills for Sustainable Mental Health: A Systematic Review

Behavioral Sciences, Journal Year: 2023, Volume and Issue: 13(12), P. 1008 - 1008

Published: Dec. 10, 2023

The onset of the COVID-19 pandemic has led to an increased demand for mental health interventions, with a special focus on digitally assisted ones. Self-regulation describes set meta-skills that enable one take control over his/her and it is recognized as vital indicator well-being. Mindfulness training promising strategy promoting self-regulation, behavioral change, A growing body research outlines smart technologies are ready revolutionize way programs place. Artificial intelligence (AI); extended reality (XR) including virtual (VR), augmented (AR), mixed (MR); well advancements in brain computer interfaces (BCIs) transform these programs. Mindfulness-based interventions by mental, emotional, regulation seem be crucial yet under-investigated issue. current systematic review paper aims explore whether how can assist mindfulness development self-regulation skills among people at risk issues populations various clinical characteristics. PRISMA 2020 methodology was utilized respond objectives questions using total sixty-six experimental studies met inclusion criteria. results showed supported technologies, AI-based applications, chatbots, coaches, immersive brain-sensing headbands, effectively trainees developing wide range cognitive, skills, leading greater satisfaction their psychological needs, thus wellness. These may provide positive feedback smarter more inclusive environments, needs or disabilities.

Language: Английский

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The relationship between self-regulation, cognitive flexibility, and resilience among students: a structural equation modeling

BMC Psychology, Journal Year: 2024, Volume and Issue: 12(1)

Published: June 7, 2024

Abstract Background Cognitive flexibility is an important construct that contributes to one’s own thoughts, behaviors, and feelings achieve his or her goals. Thus, it could play essential role in students’ educational achievements. This study aimed investigate the mediating of cognitive relationship between self-regulation resilience among students. Method was a cross-sectional conducted on sample students during 2022 2023 academic years. Students were selected from Tehran Karaj universities (two metropolitans central Iran). Data collection instruments included Bouffard’s Self-Regulation Scale, Flexibility Inventory (CFI), Connor-Davidson Resilience Scale (CD-RSC). Subsequently, data analyzed using structural equation modeling via SPSS AMOS software examine relationships variables. Results In all 302 participated study. The mean age 25.8 (SD = 4.05) findings indicated had marked positive direct effect (β 0.23, p < 0.001), 0.88, t 19.50, 0.001). Similarly, displayed strong influence 0.1, 0.001) showed indirect (0.02), while demonstrated negative (-0.23). goodness fit indices validated proposed model. Furthermore, analysis revealed significance final model’s path coefficients, underscoring Conclusion pivotal interrelationship self-regulation, flexibility, significant these constructs underscores importance fostering practices settings.

Language: Английский

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A cluster randomized controlled trial examining the effects of a four-week mindfulness-based practice on primary school students’ interpersonal mindfulness, emotional intelligence, and attentional focus

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: Feb. 25, 2025

Although mindfulness benefits are well-established across diverse populations, its impact on primary school children's interpersonal mindfulness, emotional intelligence, and attentional focus remains underexplored. This study evaluated the effectiveness of a four-week mindfulness-based practice (MBP) intervention among students. A cluster randomized controlled trial was conducted with 14 classes from Guanghua Elementary School, Taiwan. Classes were randomly assigned to either an group (7 classes, n = 123) or control 158), encompassing middle senior-grade male female The participated in weekly 40-min MBP sessions over 4 weeks. Students completed three validated questionnaires measuring dimensions (Presence, PR; Awareness, AW; Nonreactivity, NR), intelligence (EI), (MI, focus), using 6-point Likert scales. Assessments administered at baseline, immediately after intervention, 8-week follow-up. Baseline scores revealed no significant differences between groups all measures. After 4-week showed improvements PR (p < 0.01), NR MI 0.001) compared group. At follow-up, maintained, while gains diminished. Three-way ANOVA identified that gender grade significantly influenced AW 0.01) 0.05), respectively, stage effects observed for EI 0.05). Notably, enhanced boys, gender-grade interactions had outcomes. Overall, students' focus, some lasting up 8 These findings highlight importance tailoring programs developmental stages gender-specific needs. Future studies should investigate longer interventions incorporate objective measures further validate these

Language: Английский

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Living With Physical Health Conditions: A Systematic Review of Mindfulness-Based Interventions for Children, Adolescents, and Their Parents

Journal of Pediatric Psychology, Journal Year: 2023, Volume and Issue: 48(4), P. 396 - 413

Published: Feb. 14, 2023

Abstract Objectives This systematic review aimed to identify and appraise studies investigating the efficacy of mindfulness-based interventions (MBIs) for improving depression, anxiety parental stress in families affected by childhood physical illnesses, as well feasibility acceptability. Methods Embase, PsycINFO, Scopus, Medline, PubMed were searched between February 2 17, 2021, updated on August 5, 2022. Studies MBIs with children adolescents (&lt;18 years) health conditions included, results are presented narrative synthesis. Results Eighteen met eligibility criteria. included chronic pain, headaches, cancer, heart conditions, esophageal atresia, inflammatory bowel disease, polycystic ovary syndrome. Most reported mindfulness was feasible acceptable, although findings different mixed. Some encountered difficulties attrition, resulting being underpowered. Conclusions show promise depression but there is limited support reducing family unit. A potential direction future research might be inclusion parents. However, because heterogeneity this review, must cautiously interpreted.

Language: Английский

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Four Dimensions of Self-Directed Learning: A Fundamental Meta-Competence in a Changing World

Adult Education Quarterly, Journal Year: 2023, Volume and Issue: 74(3), P. 236 - 254

Published: Dec. 6, 2023

Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed represents fundamental meta-competence for living and working in our increasingly complex unpredictable world. Nonetheless, the has become obfuscated. In order to redress this concern, paper presents model Four Dimensions Self-Directed Learning. The present highlights two original points (1) that there are four key dimensions construct, (2) responsibility self-regulation required not equivocal teacher-directed Theoretically, latter point may, part, explain why practice years formal schooling does prepare persons competent adulthood. So, education primary opportunity foster competence learners, but practitioners must be ready provide support facilitate process.

Language: Английский

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The Mindfulness-Based Kindness Curriculum for Preschoolers: An Applied Multi-Site Randomized Control Trial

Mindfulness, Journal Year: 2023, Volume and Issue: 14(9), P. 2195 - 2210

Published: Sept. 1, 2023

Abstract Objectives This study examined the impact of Mindfulness-Based Kindness Curriculum (MBKC) on social-emotional, executive function, and academic skills preschoolers. Method Sixteen preschool 4K (4-year-old kindergarten) classrooms (245 children, 57.6% ethnically diverse, 69.8% low SES) were randomly assigned to either a curriculum-as-usual (CAU) or MBKC group taught by trained classroom teachers. Measures, as reported teachers, parents, collected prior after implementation MBKC. Results Trained teachers effectively implemented Teachers rated children significantly higher outcome measures social-emotional (e.g., sharing, prosocial skills, empathy), functioning planning/organizing, working memory), physical development, language, math) than CAU children. Parents having levels cognitive empathy compared parents’ ratings more likely engage in sharing behavior with sick child, though children’s self-ratings indicated no effect mindfulness self-efficacy. Unlike previous research, did not benefit initially lower Conclusions Consistent given appeared terms competency, behavior, functioning. The proved be useful complement their other learning programming. present expands literature application highlights important implications teaching measuring young thereby identifying specific issues address future studies. Preregistration was preregistered.

Language: Английский

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Integrating Social Emotional Learning, Mindfulness, and Nutrition Education into Curricula to Promote Self-Regulation and Healthy Eating Behaviors among Preschoolers

Social and Emotional Learning Research Practice and Policy, Journal Year: 2025, Volume and Issue: unknown, P. 100081 - 100081

Published: Jan. 1, 2025

Language: Английский

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Using a Mindfulness-Based Intervention With Children With Autism Spectrum Disorder to Decrease Disruptive Behavior in Early Elementary Inclusion Classrooms

Journal of Emotional and Behavioral Disorders, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 25, 2025

Students with emotional dysregulation are not equipped the ability to manage their own behavior. This often leads major disruptions in general education setting, interfering student’s learning and of others. study examined effects a mindfulness-based intervention on presence disruptive behavior children autism spectrum disorder or developmental delays early elementary inclusion classrooms. An ABAB single-case research design was conducted four students characteristics between ages 5 8 determine patterns. The researcher developed comprised structured breathing, mindful movement activities, statements positive affirmation for use during this 6-week study. Results participation suggest an overall effect mixed results rate Limitations future directions discussed.

Language: Английский

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Cross-sectional comparison of risk factors associated with mental illness and learning difficulties in kindergarten and elementary, middle, and high school children in the United States: a socio-ecological resilience framework

Journal of Public Health, Journal Year: 2025, Volume and Issue: unknown

Published: March 21, 2025

Language: Английский

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