Initial efficacy and teachers’ attitudes towards mindfulness-based social-emotional learning activities for kindergartens in Hong Kong

Yuen Man Rebecca CHEUNG, Connie Y. Y. HO, Elsa N.-S. LAU, Monica M. JACKMAN, Nirbhay N. SINGH

Research output: Contribution to conferencePapers

Abstract

Social-emotional learning (SEL) in early childhood lays the foundation for children’s later adjustment (Bornstein et al., 2010). Among existing SEL programs, OpenMind (OM) is a mindfulness-based kindergarten curriculum that has demonstrated effectiveness in the United States and Korea (Jackman et al., 2019; Kim et al., 2020). To enhance children’s SEL in Hong Kong, this study adapted and implemented OM activities over a one-month period. Initial efficacy on children’s SEL was examined, alongside teachers’ attitudes toward OM. Fifty-two Chinese children in K1-2 (3-5-year-old; nintervention=27; nwaitlist control=24) and four trained kindergarten teachers participated in daily meditation practices. They also completed pretest, immediate posttest, and a four-week follow-up posttest. Results suggest that teachers find OM activities useful, particularly during disruptive incidents. Children also had greater improvements in emotional control and shifting than did children in the waitlist control group. Through these practices, we hope to build a stronger foundation for children’s social-emotional competence. Copyright © 2021 HKERA-APERA International Conference.
Original languageEnglish
Publication statusPublished - Dec 2021

Citation

Cheung, R. Y. M., Ho, C. Y. Y., Lau, E. N.-S., Jackman, M. M., & Singh, N. N. (2021, December). Initial efficacy and teachers’ attitudes towards mindfulness-based social-emotional learning activities for kindergartens in Hong Kong. Paper presented at The HKERA-APERA International Conference 2021, Hong Kong, China.

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