ArticleChildren (Basel, Switzerland)2026
Examination of the Effects of a Play-Based Mindfulness Training Program on Resilience, Emotion Regulation Skills, and Executive Functions of Preschool Children.
Article in Children (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
BACKGROUND/
objectivesThe cognitive processes underlying learning are critical for educational practices. While mindfulness-based approaches to strengthening these cognitive processes have become widespread, studies focusing on game-based development of executive functions, particularly in preschool settings, are limited. The primary objective of this study is to develop a play-based mindfulness intervention program for preschool children and to examine the effects of this program on preschool children's resilience, emotion regulation skills, and executive functions.
methodsThe study employed a pretest-post-test control-group experimental design. The study group consisted of 40 children (20 experimental and 20 control) aged 5-6 years, attending a kindergarten in Malatya province, Türkiye. The Devereux Early Childhood Assessment Scale (DECA-P2), Emotion Regulation Scale (ERS), and Childhood Executive Functions Inventory (CHEXI) were used as data collection tools. Independent-samples
resultsFindings showed that there was a statistically significant difference between the pre-test and post-test mean scores of the children in the experimental group compared with those in the control group for resilience, emotion regulation, and executive function (
conclusionsStrong evidence was obtained that play-based mindfulness training has positive effects on the cognitive and emotional development of preschool children.
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