5/4/2023 0 Comments Mindup curriculumAnnual Review of Psychology, 64, 135–168.ĭiamond, A. Early Education and Development, 21, 652–680.ĭiamond, A. “Plays nice with others”: Social emotional learning and academic success. Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Growth and change in attention problems, disruptive behavior, and achievement from kindergarten to fifth grade. Washington, DC: A report prepared for the collaborative on academic, social, and emotional learning (CASEL).Ĭlaessens, A., & Dowsett, C. The missing piece: A national teacher survey on how social emotional learning can empower children and transform schools. Early Childhood Research Quarterly, 25, 166–176.Ĭivic Enterprises, Bridgeland, J., Bruce, M., & Hariharan, A. Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Journal of Personality and Social Psychology, 84, 822–848.īurchinal, M., Vandergrift, N., Pianta, R. The benefits of being present: Mindfulness and its role in psychological well- being. Bracken school readiness assessment (Third ed.). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized control trial of an innovation approach to the education of children in kindergarten. Development and Psychopathology, 20, 821–843.īlair, C., & Raver, C. Executive functions and school readiness intervention: Impact, moderation, and mediation in the head start REDI program. Promoting academic and social-emotional school readiness: The head start REDI program. Englewood Cliffs, NJ: Prentice-Hall.īierman, K. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.īandura, A. Conscious discipline: Seven basic skills for brain smart classroom management. Because the program focused on self-regulation and self-awareness practices, the effects may have been restricted to executive functions.īailey, B. No difference between the groups’ improvement on measures of prosocial behavior and academic skills was found. At the end of the school year, students in the mindfulness schools showed greater improvement in executive functions than students in the business as usual control schools (Cohen ds ranged from − .31 to − .56). Four-year-old students from four schools ( n = 157 97% African American and Latina/o) experienced the mindfulness curriculum over the course of a school year, while students in four other schools ( n = 139 98% African American and Latina/o), matched to the mindfulness schools on a number of characteristics, experienced the business as usual curriculum. The curriculum focused primarily on lessons targeting students’ self-regulation and self-awareness. This study examined the impact of a mindfulness curriculum on prekindergarten students’ self-regulation, prosocial behavior, and academic skills.
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