The Potential Benefits of Mindfulness Training in Early Childhood: A Developmental Social Cognitive Neuroscience Perspective

By Philip David Zelazo, Kristen E. Lyons. 2012

426 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2fcb62342d816ce8de8cb0e727eb69a36e890df9

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In Clinical Psychology

In Education

Citations in the corpus

Mindfulness-based interventions in schools—a systematic review and meta-analysis (2014, background): “Also, first conceptual frameworks have been created as to why MBI’s are beneficial for children and youth and how mechanisms might work (Mind and Life Education Research Network (MLERN), 2012; Zelazo and Lyons, 2012).”
Two-Year Impact of a Mindfulness-Based Program on Preschoolers’ Self-Regulation and Academic Performance (2016, background): “Given the positive findings with adults, many practitioners and researchers have suggested that mindfulness practices could be beneficial in educational settings (Davidson et al., 2012; Zelazo & Lyons, 2012).”
A Mindfulness-Based Social and Emotional Learning Curriculum for School-Aged Children: The MindUP Program (2016, positive): “The lessons that comprise the program are informed from theory and research in cognitive developmental neuroscience (Diamond, 2009 , 2012 ; Zelazo & Lyons, 2012 ), contemplative science and mindfulness (Roeser & Zelazo, 2012 ), SEL (Greenberg et al., 2003 ), and positive psychology (Layous &…”
Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students (2017, background): “Self-regulation generally refers to monitoring and controlling our thoughts, actions and emotions (Zelazo & Lyons, 2012).”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “Research on the effects of contemplative practices on EF includes a variety of practices that can generally be grouped as mindfulness (for reviews see Gallant 2016; Shapiro et al. 2014; Zelazo and Lyons 2012).”
Enhancing Cognitive and Social–Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial (2015, methodology): “, & Zumbo, B. (2014). A validation study of the Mindful Attention Awareness Scale adapted for children.”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, background): “One area that proves fruitful for future efforts is mindfulness training, including meditation and yoga exercises (see Diamond 2013; Zelazo and Lyons 2012).”
A Pilot Study of Contemplative Practices with Economically Disadvantaged Preschoolers: Children’s Empathic and Self-Regulatory Behaviors (2016, background): “benefit most from mental training focused on improving attentional skills (Zelazo and Lyons 2012).”
Contemplation in the Classroom: a New Direction for Improving Childhood Education (2015, background): “From the perspective of developmental neuroscience, age-appropriate contemplative exercises may be conceptualized as a neural training regime—targeting core self-regulatory skills that are important for problem-solving success in the classroom and in daily life and helping to create the neural netwo”