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Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review

Author

Listed:
  • Yaoyao Sun

    (School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, Jinan 250012, China
    These authors contributed equally to the work.)

  • Renee Lamoreau

    (School of Science and Engineering, Tulane University, New Orleans, LA 70118, USA
    These authors contributed equally to the work.)

  • Samantha O’Connell

    (School of Public Health and Tropical Medicine, Tulane University, New Orleans, LA 70112, USA)

  • Raquel Horlick

    (School of Science and Engineering, Tulane University, New Orleans, LA 70118, USA)

  • Alessandra N. Bazzano

    (School of Public Health and Tropical Medicine, Tulane University, New Orleans, LA 70112, USA)

Abstract

Early childhood and the pre-school stage of development constitute a dynamic period for acquisition of social-emotional competencies. Yoga and mindfulness practices (YMP) have become increasingly used in schools for social emotional learning, but less is known about their utility in early childhood settings. A systematic review using PRISMA guidelines was undertaken to explore the effect of YMP on social emotional function among preschool-aged children (3–5 years). The review resulted in identification of 1115 records, of which 80 full text articles were screened, with final inclusion of 16 studies. Included studies evaluated the effect of YMP on social-emotional functioning, and identified the potential for YMP to improve regulatory skills such as behavioral self-regulation and executive function. Among studies reviewed, 13 reported improvements in these domains, but quality appraisal indicated significant variability in risk of bias across studies, and heterogeneity of outcome measurements hindered comparison. Programs appeared to produce better results when implemented for at least 6 weeks and among children who had lower baseline social-emotional functioning. YMP constitute a promising strategy for social emotional development in early childhood settings, but additional rigorously designed studies are needed to expand understanding of how and why these programs are effective.

Suggested Citation

  • Yaoyao Sun & Renee Lamoreau & Samantha O’Connell & Raquel Horlick & Alessandra N. Bazzano, 2021. "Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review," IJERPH, MDPI, vol. 18(11), pages 1-25, June.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:11:p:6091-:d:569344
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    Citations

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    Cited by:

    1. Alessandra N. Bazzano & Yaoyao Sun & Vaughne Chavez-Gray & Temitope Akintimehin & Jeanette Gustat & Denise Barrera & Cody Roi, 2022. "Effect of Yoga and Mindfulness Intervention on Symptoms of Anxiety and Depression in Young Adolescents Attending Middle School: A Pragmatic Community-Based Cluster Randomized Controlled Trial in a Rac," IJERPH, MDPI, vol. 19(19), pages 1-12, September.
    2. Ilana Singer & Méliza Gagnon & Julie B. Leclerc, 2024. "PROTOCOL: Mindfulness‐based interventions for improving tic‐related symptoms in children and adults with chronic tic disorder and Tourette's disorder: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 20(3), September.

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