The Impact of Mindfulness-Based School Practices on Self-Regulation Skills in Preschool Children

This study examines the implementation of an eight-week mindfulness-based school program tailored for preschool children aged 60–72 months, and its effect on their self-regulation skills. Designed as a pre-test/post-test experimental study with a single group, the intervention was conducted in a public preschool in Istanbul, Turkey. The program employed a child-friendly narrative framework using a character named “Panda Mio” to introduce mindfulness practices. The Self-Regulation Skills Assessment Scale was used through both parent and teacher evaluations. Findings indicated statistically significant improvements in attention and working memory, although changes in inhibitory control were not significant. These results suggest that developmentally appropriate mindfulness interventions may enhance certain executive functions essential for self-regulation during early childhood. Implications for educational practice and future research are discussed.