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Objectives <p>Although mindfulness practices as a tool for improving executive function (EF) have been found in adolescents and adults, results have not been systematically examined in preschoolers despite significant plasticity and potential for intervention. The purpose of this scoping review was to evaluate the current breadth of research and potential gaps in knowledge for work examining the efficacy of mindfulness interventions on preschoolers’ EF.</p> Method <p>Randomized controlled trials that implemented a mindfulness intervention within preschools (primarily 3.00 to 5.00&#xa0;years of age, <i>n</i> = 17 studies) were included in this scoping review.</p> Results <p>The findings of the descriptive results provide mixed evidence as to whether mindfulness interventions improve EF during preschool.</p> Conclusions <p>Additional research evaluating the differences in mindfulness interventions, examination of multiple EF outcome measures, and grounding interventions within a theoretical framework may be promising avenues for explaining the ambiguity in existing literature evaluating the role of mindfulness on preschoolers’ EF.</p> Preregistration <p>This study is not preregistered.</p>

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A Scoping Review of the Use of Mindfulness-Based Interventions to Improve Preschoolers’ Executive Function

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年3月18日

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  • Z. Reagan Pearce,
  • Biju Rajbhandari,
  • Alicia C. Stapp,
  • Kenya E. Wolff,
  • Stephanie E. Miller

摘要

Objectives

Although mindfulness practices as a tool for improving executive function (EF) have been found in adolescents and adults, results have not been systematically examined in preschoolers despite significant plasticity and potential for intervention. The purpose of this scoping review was to evaluate the current breadth of research and potential gaps in knowledge for work examining the efficacy of mindfulness interventions on preschoolers’ EF.

Method

Randomized controlled trials that implemented a mindfulness intervention within preschools (primarily 3.00 to 5.00 years of age, n = 17 studies) were included in this scoping review.

Results

The findings of the descriptive results provide mixed evidence as to whether mindfulness interventions improve EF during preschool.

Conclusions

Additional research evaluating the differences in mindfulness interventions, examination of multiple EF outcome measures, and grounding interventions within a theoretical framework may be promising avenues for explaining the ambiguity in existing literature evaluating the role of mindfulness on preschoolers’ EF.

Preregistration

This study is not preregistered.