Social behaviour changes via mindfulness practices in early childhood

Abstract

This study aims to investigate the effects of mindfulness practices on preschool children’s social behavioural development. The research was carried out with a total of 30 children, 13 of them in the experimental group and 17 in the control group, from the five-six age groups attending preschool education in two public schools in the 2021–2022 academic years. The purposive sampling method was preferred in determining the sample, and the design of the study was the quasi-experimental mixed method. In the study, Mindfulness Practice Toolkit (MPT), which was developed by the researcher, was used in the forms of observation, interview and anecdote as data collection tools during the practice processes. Besides, Pre-school Social Behaviour Scale-Teacher Form (PSBS-TF) was also utilized to examine the social behaviour developments of the participant children. The overall results of the investigation show an increase in positive social behaviours and a decrease in behaviours containing physical aggression and depressive emotion of participant children. Additionally, it was observed that children who participated in the mindfulness practice provided (/responded to) responses that include skills like identifying self-thoughts and feelings, controlling and accepting, determining behaviours upon the emotional state and establishing empathy and controlling negative behaviours.