Abstract
Objectives
Preschool curricula often include social emotional learning (SEL) competencies, such as self-awareness and self-management. Emerging programs also include mindfulness-based practices that develop preschool children’s awareness of the effects of their thoughts, feelings, and perceptions on their behaviors and ways by which they can make skillful choices through discernment. The objective of this study was to assess the feasibility, acceptability, and effectiveness of the OpenMind (OM) program that combines mindfulness-based practices with SEL competencies for preschool children.
Methods
Preschools in a Head Start program were randomly assigned to either the OM program or a comparison group. A total of 262 children (3 to 5-year-old), 27 teachers, and 281 parents completed the study. Teachers in the OM program were provided training in the use of the program together with the existing preschool curriculum, and teachers in the Comparison group were provided an equivalent amount of training on relationship building and child bonding activities. At the end of the preschool year, the teachers in both groups responded to feasibility and acceptability questionnaires. In addition, child, teacher, and parent outcomes were assessed.
Results
The teachers reported the OM program was feasible as an adjunctive program that could be integrated with the existing preschool curriculum, but finding enough time meditate during school hours was only partially feasible. The teachers perceived benefits for the children in terms of improved self-regulation, increased body and emotional awareness, improved self-calming, and increased empathy and awareness of the feelings of others. They rated the OM program as very acceptable, and which they would recommend to other preschool teachers. The outcome data indicated positive child outcomes for both groups, with some added advantage for the children in the OM program.
Conclusions
The OM program offers a promising approach to enhancing preschool children’s social, emotional, and academic development.
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Acknowledgements
We thank the Jefferson Franklin Community Action Corporation’s (JFCAC) 2016–2019 Head Start Program classroom staff, supervisors, and leaders who contributed to the implementation and success of this project. We are grateful to JFCAC’s Executive Team (Paulette Hensley, Diana Hayes, Stephanie Kerth, and Ben Washington) for their ongoing support of the project, and Neal Mathews from Midwest Resource Solutions, Inc. for IT consultation and assistance with data management.
Author Contributions
M.M.J. developed the OM program, and assisted with all aspects of the study; L.A.N. analyzed the data and helped with the writing of the paper; C.L.M. co-trained the teachers on the OM program to the teachers; J.D.Q. initiated the study, and enabled the implementation of the OM program; and N.N.S. collaborated in all phases of the study.
Funding
This research was supported by the Jefferson Franklin Community Action Corporation (JFCAC) 2016–2019 Community Service Block Grant.
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Conflict of Interest
M.M.J. is the developer of the OM program and may receive royalties in the future. The other authors declare no conflict of interest.
Ethical Approval
The Jefferson Franklin Community Action Corporation provided approval for the research component of the OM program. All procedures performed in this study were in accordance with the ethical standards of the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed Consent
Informed consent was obtained from the three preschools, the parents, teachers, and assent from the children.
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Jackman, M.M., Nabors, L.A., McPherson, C.L. et al. Feasibility, Acceptability, and Preliminary Effectiveness of the OpenMind (OM) Program for Pre-School Children. J Child Fam Stud 28, 2910–2921 (2019). https://doi.org/10.1007/s10826-019-01506-5
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DOI: https://doi.org/10.1007/s10826-019-01506-5