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Inicio Revista de Psicodidáctica (English Edition) Promoting school success through mindfulness-based interventions in early childh...
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Vol. 25. Issue 2.
Pages 136-142 (July - December 2020)
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Vol. 25. Issue 2.
Pages 136-142 (July - December 2020)
Original
Promoting school success through mindfulness-based interventions in early childhood
Promoviendo el éxito escolar mediante una intervención basada en atención plena (mindfulness) en Educación Infantil: Programa Mindkinder
Alfonso Moreno-Gómez, Pablo Luna, Javier Cejudo
Corresponding author
manueljavier.cejudo@uclm.es

Corresponding author.
University of Castilla La-Mancha, Ciudad Real, Spain
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Tables (5)
Table 1. Sample description
Table 2. Reliability evidence
Table 3. Internalization of mindfulness routines sessions
Table 4. Sequencing of content, theme and sessions in the Mindkinder programme
Table 5. Means and standard deviations of the pretest and posttest phases in the experimental and control group; analysis of variance (ANOVA); covariance analysis (ANCOVA) and partial square eta (n2) in the variables: school adaptation, school behaviour problems, and school outcomes
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Abstract

This study aims to assess the effectiveness of the mindfulness-based Mindkinder programme on school adjustment, school behavioural problems, and school outcomes in Early Childhood Education students. A quasi-experimental design of repeated pretest-posttest measures with a control group is used. The participants in the study were 118 students (55.2% girls, and 44.8% boys). The age of children ranged from 5 to 6 years (M = 5.69, SD = .37). The programme is implemented during school time. The results show that the programme promotes in the experimental groups a significant improvement in some school adjustment, school behavioural problems, and school outcomes variables. These results suggest that mindfulness programmes can be effective in promoting school adjustment and improving school outcomes in childhood. The implications of these findings are discussed, and recommendations for future research are formulated.

Keywords:
Mindfulness
Elementary education
School adjustment
Behavioural problems
School success
Resumen

El presente estudio tiene como finalidad evaluar la eficacia del programa Mindkinder basado en atención plena (mindfulness) sobre la adaptación escolar, los problemas conductuales escolares y los resultados escolares en alumnado de Educación Infantil. Se utiliza un diseño cuasi-experimental de medidas repetidas pretest-postest con grupo de control. Los participantes en el estudio son 118 alumnos y alumnas (55.2% eran niñas y el 44.8% eran niños). El alumnado tiene de 5 a 6 años (M = 5.69, DT = .37). El programa se implementa durante las horas lectivas. Los resultados muestran que el programa estimula en los grupos experimentales una mejora significativa en algunas variables de adaptación escolar, problemas conductuales escolares y resultados escolares. Estos resultados sugieren que los programas de atención plena pueden ser eficaces en la promoción de la adaptación escolar y mejora de los resultados escolares en la infancia. Se discuten las implicaciones de estos hallazgos y se realizan recomendaciones para futuras investigaciones.

Palabras clave:
Atención plena
Educación infantil
Adaptación escolar
Problemas conductuales
Éxito escolar

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