Research Article
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INVESTIGATION OF THE EFFECT OF MINDFULNESS-BASED EDUCATION PROGRAM ON THE EXECUTIVE FUNCTIONING LEVEL OF PRE-SCHOOL CHILDREN

Year 2022, Issue: 64, 441 - 465, 28.10.2022
https://doi.org/10.21764/maeuefd.1106205

Abstract

The purpose of the current study is to investigate the effect of Mindfulness-Based Education Program on the executive functioning level of the children aged 60-72 months old. The study employed the pretest-posttest, retention test and control group experimental model. The study group of the current research is comprised of 35 children randomly selected and attending two different kindergartens. One of the kindergartens was assigned as the experimental group and the other as the control group. In the study, the “Self-Regulation Skills Scale Teacher Form for 4-6 Year Olds” was used. The children in the experimental group were subjected to the “Mindfulness-Based Education Program”. The measurement tool used in the study was administered as the pre-test before the program and the post-test and retention test after the completion of the program. As a result of the analyses, it was found that the difference between the post-test mean scores of the experimental and control groups is statistically significant in favour of the experimental group (p<0.05). The results of the study show that the Mindfulness-Based Education Program had a positive effect on pre-school children’s executive functioning level, which can be seen as an important contribution to the literature

References

  • Alidina, S. (2019). Bilinçli farkındalık (Z. Babayiğit, Çev.). Ankara: Nobel Akademik.
  • Arslan Çiftçi, H. (2020). Çocukluk dönemi Yürütücü İşlevler Envanteri’nin 48-72 aylık çocuklar için geçerlik ve güvenirlik çalışması ve okul öncesi yürütücü işlevler eğitim programının etkililiğinin incelenmesi. (Yayımlanmamış Doktora Tezi). Marmara Üniversitesi, İstanbul.
  • Atalay, A. (2020). Mindfulness (bilinçli farkındalık).İstanbul: İnkılap.
  • Blair, C. (2016). Executive function and early childhood education. Current Opinion İn Behavioral Sciences, 10, 102-107.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel araştırma yöntemleri (20. Baskı). Ankara: Pegem Akademi.
  • Chorney, D. & Eliuk, K. (2017). Educating today's children through the lens of mindfulness. Physical & Health Education Journal, 83(1).
  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
  • DiCarlo, C. F., Baumgartner, J. J., Ota, C. & Geary, K. (2016). Child sustained attention in preschool-age children. Journal of Research in Childhood Education, 30(2), 143-152.
  • Erwin, E. J., Robinson, K. A., McGrath, G. S. & Harney, C. J. (2017). “It’s like breathing ın blue skies and breathing out stormy clouds” Mindfulness practices in early childhood. Young Exceptional Children, 20(2), 69-85.
  • Flook, L., Goldberg, S. B., Pinger, L. & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum. Developmental Psychology, 51(1), 44.
  • Germer, C. K. (2020). Öz şefkatli farkındalık (H. Ünlü Haktanır, Çev.). İstanbul: Diyojen.
  • Geronimi, E. M., Arellano, B. & Woodruff-Borden, J. (2020). Relating mindfulness and executive function in children. Clinical child psychology and psychiatry, 25(2), 435-445.
  • Holas, P. & Jankowski, T. (2013). A cognitive perspective on mindfulness. International Journal of Psychology, 48(3), 232-243.
  • İvrendi, A. ve Erol, A. (2018). 4-6 yaş çocuklarına yönelik öz düzenleme becerileri ölçeğinin geliştirilmesi (Öğretmen formu). 1. Uluslararası Temel Eğitim Kongresi, 29-31 Mart, Uludağ Üniversitesi, Bursa.
  • Janz, P., Dawe, S. & Wyllie, M. (2019). Mindfulness-based program embedded within the existing curriculum improves executive functioning and behavior in young children: A waitlist controlled trial. Frontiers in Psychology, 2052.
  • Kabat‐Zinn, J. (2003). Mindfulness‐based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156.
  • Kabat-Zinn, J. (2019). Yeni başlayanlar için farkındalık ( S. S. Tezcan, Çev.). İstanbul: Pegasus.
  • Kulick, G. A. (2019). Effects of Stress Reduction Instruction in Kindergarten to Improve Self-Regulation and Academic Achievement (Doctoral dissertation, Grand Canyon University).
  • Killingsworth, M. A. & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science, 330(6006), 932-932.
  • Langer, E. J. & Moldoveanu, M. (2000). The construct of mindfulness. Journal Of Social İssues, 56(1), 1-9.
  • Lawlor, M. S., Schonert-Reichl, K. A., Gadermann, A. M. & Zumbo, B. D. (2014). A validation study of the mindful attention awareness scale adapted for children. Mindfulness, 5(6), 730-741.
  • Lertladaluck, K., Suppalarkbunlue, W., Moriguchi, Y. & Chutabhakdikul, N. (2021). School-Based Mindfulness Intervention Improves Executive Functions and Self-Regulation in Preschoolers at Risk. The Journal of Behavioral Science, 16(2), 58-72.
  • Miyake, A. & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions İn Psychological Science, 21(1), 8-14. Nelson, A. C. (2000). Neural plasticity and human development: the role of early experience in sculpting memory systems. Developmental Science 3(2), 115-136.
  • Nieminen, S. H. & Sajaniemi, N. (2016). Mindful awareness in early childhood education. South African Journal of Childhood Education, 6(1), 1-9.
  • Quistberg, K. A. & Mueller, U. (2019). Prospective relations between kindergarteners’ executive function skills and their externalizing and internalizing behaviors. The Clinical Neuropsychologist, 34(4), 845-862.
  • Rhoades, B. L., Greenberg, M. T. & Domitrovich, C. E. (2009). The contribution of inhibitory control to preschoolers' social–emotional competence. Journal Of Applied Developmental Psychology, 30(3), 310-320.
  • Romero-López, M., Pichardo, M. C., Ingoglia, S. & Justicia, F. (2018). The role of executive function in social competence and behavioural problems in childhood education. Anales de Psicología/Annals of Psychology, 34(3), 490-499.
  • Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F. & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementaryschool children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66.
  • Snel, E. (2016). Bir kurbağa gibi sakin ve dikkatli (D. Dalgakıran, Çev.). İstanbul: Pegasus.
  • Tang, Y. Y., Hölzel, B.K. & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213-225.
  • Thierry, K. L., Bryant, H. L., Nobles, S. S. & Norris, K. S. (2016). Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance. Early Education and Development, 27(6), 805-821.
  • Uzun, B. ve Kral, T. (2021). Fark et, anda kal; namıdiğer Mindfulness: Farkandalık uygulamalarının dünü, bugünü ve kültüre duyarlılığı, Uluslararası Bilim ve Eğitim Dergisi, 4(1), 16-27.
  • Viglas, M. (2015). Benefits of a mindfulness-based program in early childhood classrooms (Doctoral dissertation, Toronto University).
  • Viglas, M. & Perlman, M. (2018). Effects of a mindfulness-based program on young children’s self-regulation, prosocial behavior and hyperactivity. Journal of Child and Family Studies, 27(4), 1150-1161.
  • Willenbrink, J. B.(2018). Effect of a mindfulness-based program on children’s social skills, problem behavior, an emotion regulation. Doctoral Dissertation, The University Wisconsin Educational Psychology, Milwaukee
  • Yıldızhan, Ö. (2019). Mindfulness temelli öfke yönetimi programının çocuklarda minfulness ve öfke yönetimi becerilerine etkisi. (Yayımlanmamış Yüksek Lisans Tezi) Bahçeşehir Üniversitesi, İstanbul.
  • Zelazo, P. D. & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6(2), 154-160.
  • Zelazo, P. D., Blair, C. B. & Willoughby, M. T. (2016). Executive Function: Implications for Education. NCER 2017-2000. National Center for Education Research.
  • Zelazo, P. D., Forston, J. L., Masten, A. S. & Carlson, S. M. (2018). Mindfulness plus reflection training: Effects on executive function in early childhood. Frontiers in Psychology, 9, 208.
  • Zimmermann, E. K. (2019). NOW-Notice with Open Wonder: A Mindfulness-Based Program for Children Ages 4-5 Years (Doctoral dissertation, The Chicago School of Professional Psychology).

BİLİNÇLİ FARKINDALIK (MİNDFULNESS) TEMELLİ EĞİTİM PROGRAMI’NIN OKUL ÖNCESİ DÖNEMDEKİ ÇOCUKLARIN YÖNETİCİ İŞLEV DÜZEYLERİNE ETKİSİNİN İNCELENMESİ

Year 2022, Issue: 64, 441 - 465, 28.10.2022
https://doi.org/10.21764/maeuefd.1106205

Abstract

Bu araştırmanın amacı, Mindfulness Temelli Eğitim Programı’nın 60-72 aylık çocukların yönetici işlev düzeylerine etkisini incelemektir. Araştırmada ön test-son test, kalıcılık testi ve kontrol gruplu deneysel model kullanılmıştır. Araştırmanın çalışma grubunu Burdur ili Bucak ilçesinde Milli Eğitim Bakanlığına bağlı iki bağımsız anaokuluna devam eden tesadüfi örnekleme yöntemi ile seçilmiş 35 çocuk oluşturmaktadır. Okullardan biri deney diğeri kontrol grubu olarak belirlenmiştir. Araştırmada veri toplama aracı olarak “4-6 Yaş Çocuklarına Yönelik Öz Düzenleme Becerileri Ölçeği-Öğretmen Formu” kullanılmıştır. Araştırmada deney grubuna, araştırmacı tarafından uzman görüşleri alınarak son hali verilen bütünleştirilmiş 24 etkinlikten oluşan “Mindfulness Temelli Eğitim Programı” 8 hafta boyunca ve haftada 3 gün uygulanmıştır. Mindfulness Temelli Eğitim Programı uygulanmadan önce araştırmada kullanılan ölçme aracı ile ön test uygulamaları gerçekleştirilmiştir. Program tamamlandıktan sonra da son test ve kalıcılık testi uygulamaları gerçekleştirilmiştir. Yapılan analizler sonucunda, deney ve kontrol gruplarının son test puanları arasındaki farkın deney grubunun lehine istatistiksel olarak anlamlı olduğu (p<0.05) saptanmıştır. Ayrıca kalıcılık testilerine göre programın etkisinin daha sonraki süreçte de devam ettiği görülmektedir.

References

  • Alidina, S. (2019). Bilinçli farkındalık (Z. Babayiğit, Çev.). Ankara: Nobel Akademik.
  • Arslan Çiftçi, H. (2020). Çocukluk dönemi Yürütücü İşlevler Envanteri’nin 48-72 aylık çocuklar için geçerlik ve güvenirlik çalışması ve okul öncesi yürütücü işlevler eğitim programının etkililiğinin incelenmesi. (Yayımlanmamış Doktora Tezi). Marmara Üniversitesi, İstanbul.
  • Atalay, A. (2020). Mindfulness (bilinçli farkındalık).İstanbul: İnkılap.
  • Blair, C. (2016). Executive function and early childhood education. Current Opinion İn Behavioral Sciences, 10, 102-107.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel araştırma yöntemleri (20. Baskı). Ankara: Pegem Akademi.
  • Chorney, D. & Eliuk, K. (2017). Educating today's children through the lens of mindfulness. Physical & Health Education Journal, 83(1).
  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
  • DiCarlo, C. F., Baumgartner, J. J., Ota, C. & Geary, K. (2016). Child sustained attention in preschool-age children. Journal of Research in Childhood Education, 30(2), 143-152.
  • Erwin, E. J., Robinson, K. A., McGrath, G. S. & Harney, C. J. (2017). “It’s like breathing ın blue skies and breathing out stormy clouds” Mindfulness practices in early childhood. Young Exceptional Children, 20(2), 69-85.
  • Flook, L., Goldberg, S. B., Pinger, L. & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum. Developmental Psychology, 51(1), 44.
  • Germer, C. K. (2020). Öz şefkatli farkındalık (H. Ünlü Haktanır, Çev.). İstanbul: Diyojen.
  • Geronimi, E. M., Arellano, B. & Woodruff-Borden, J. (2020). Relating mindfulness and executive function in children. Clinical child psychology and psychiatry, 25(2), 435-445.
  • Holas, P. & Jankowski, T. (2013). A cognitive perspective on mindfulness. International Journal of Psychology, 48(3), 232-243.
  • İvrendi, A. ve Erol, A. (2018). 4-6 yaş çocuklarına yönelik öz düzenleme becerileri ölçeğinin geliştirilmesi (Öğretmen formu). 1. Uluslararası Temel Eğitim Kongresi, 29-31 Mart, Uludağ Üniversitesi, Bursa.
  • Janz, P., Dawe, S. & Wyllie, M. (2019). Mindfulness-based program embedded within the existing curriculum improves executive functioning and behavior in young children: A waitlist controlled trial. Frontiers in Psychology, 2052.
  • Kabat‐Zinn, J. (2003). Mindfulness‐based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156.
  • Kabat-Zinn, J. (2019). Yeni başlayanlar için farkındalık ( S. S. Tezcan, Çev.). İstanbul: Pegasus.
  • Kulick, G. A. (2019). Effects of Stress Reduction Instruction in Kindergarten to Improve Self-Regulation and Academic Achievement (Doctoral dissertation, Grand Canyon University).
  • Killingsworth, M. A. & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science, 330(6006), 932-932.
  • Langer, E. J. & Moldoveanu, M. (2000). The construct of mindfulness. Journal Of Social İssues, 56(1), 1-9.
  • Lawlor, M. S., Schonert-Reichl, K. A., Gadermann, A. M. & Zumbo, B. D. (2014). A validation study of the mindful attention awareness scale adapted for children. Mindfulness, 5(6), 730-741.
  • Lertladaluck, K., Suppalarkbunlue, W., Moriguchi, Y. & Chutabhakdikul, N. (2021). School-Based Mindfulness Intervention Improves Executive Functions and Self-Regulation in Preschoolers at Risk. The Journal of Behavioral Science, 16(2), 58-72.
  • Miyake, A. & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions İn Psychological Science, 21(1), 8-14. Nelson, A. C. (2000). Neural plasticity and human development: the role of early experience in sculpting memory systems. Developmental Science 3(2), 115-136.
  • Nieminen, S. H. & Sajaniemi, N. (2016). Mindful awareness in early childhood education. South African Journal of Childhood Education, 6(1), 1-9.
  • Quistberg, K. A. & Mueller, U. (2019). Prospective relations between kindergarteners’ executive function skills and their externalizing and internalizing behaviors. The Clinical Neuropsychologist, 34(4), 845-862.
  • Rhoades, B. L., Greenberg, M. T. & Domitrovich, C. E. (2009). The contribution of inhibitory control to preschoolers' social–emotional competence. Journal Of Applied Developmental Psychology, 30(3), 310-320.
  • Romero-López, M., Pichardo, M. C., Ingoglia, S. & Justicia, F. (2018). The role of executive function in social competence and behavioural problems in childhood education. Anales de Psicología/Annals of Psychology, 34(3), 490-499.
  • Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F. & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementaryschool children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66.
  • Snel, E. (2016). Bir kurbağa gibi sakin ve dikkatli (D. Dalgakıran, Çev.). İstanbul: Pegasus.
  • Tang, Y. Y., Hölzel, B.K. & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213-225.
  • Thierry, K. L., Bryant, H. L., Nobles, S. S. & Norris, K. S. (2016). Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance. Early Education and Development, 27(6), 805-821.
  • Uzun, B. ve Kral, T. (2021). Fark et, anda kal; namıdiğer Mindfulness: Farkandalık uygulamalarının dünü, bugünü ve kültüre duyarlılığı, Uluslararası Bilim ve Eğitim Dergisi, 4(1), 16-27.
  • Viglas, M. (2015). Benefits of a mindfulness-based program in early childhood classrooms (Doctoral dissertation, Toronto University).
  • Viglas, M. & Perlman, M. (2018). Effects of a mindfulness-based program on young children’s self-regulation, prosocial behavior and hyperactivity. Journal of Child and Family Studies, 27(4), 1150-1161.
  • Willenbrink, J. B.(2018). Effect of a mindfulness-based program on children’s social skills, problem behavior, an emotion regulation. Doctoral Dissertation, The University Wisconsin Educational Psychology, Milwaukee
  • Yıldızhan, Ö. (2019). Mindfulness temelli öfke yönetimi programının çocuklarda minfulness ve öfke yönetimi becerilerine etkisi. (Yayımlanmamış Yüksek Lisans Tezi) Bahçeşehir Üniversitesi, İstanbul.
  • Zelazo, P. D. & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6(2), 154-160.
  • Zelazo, P. D., Blair, C. B. & Willoughby, M. T. (2016). Executive Function: Implications for Education. NCER 2017-2000. National Center for Education Research.
  • Zelazo, P. D., Forston, J. L., Masten, A. S. & Carlson, S. M. (2018). Mindfulness plus reflection training: Effects on executive function in early childhood. Frontiers in Psychology, 9, 208.
  • Zimmermann, E. K. (2019). NOW-Notice with Open Wonder: A Mindfulness-Based Program for Children Ages 4-5 Years (Doctoral dissertation, The Chicago School of Professional Psychology).
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Ayşe Aydın 0000-0001-9657-8082

Saide Özbey 0000-0001-8487-7579

Publication Date October 28, 2022
Submission Date April 20, 2022
Published in Issue Year 2022 Issue: 64

Cite

APA Aydın, A., & Özbey, S. (2022). BİLİNÇLİ FARKINDALIK (MİNDFULNESS) TEMELLİ EĞİTİM PROGRAMI’NIN OKUL ÖNCESİ DÖNEMDEKİ ÇOCUKLARIN YÖNETİCİ İŞLEV DÜZEYLERİNE ETKİSİNİN İNCELENMESİ. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(64), 441-465. https://doi.org/10.21764/maeuefd.1106205