JMIR Publications

ABSTRACT

Background:

Chronic stress and emotional and cognitive regulation difficulties during early childhood are associated with risky behaviors and negative outcomes later in life. As preschoolers are still developing their emotional and cognitive regulation skills, they often depend on external support to manage their emotions and behaviors. Intervening early is essential for promoting healthy development and preventing future challenges. Mindful Movement Practices (MMPs) – which incorporate physical activities, breathwork, and reflective exercises – show potential in enhancing emotional and behavioral regulation. The impact of MMPs on cognitive and social-emotional development in young children, however, has not been thoroughly researched and the mechanisms behind these effects remain unclear.

Objective:

This pilot randomized controlled trial (RCT) aims to assess the feasibility and acceptability of implementing MMPs in preschool classrooms and explore their effects on preschoolers' social-emotional, cognitive, and physiological development. The study also focuses on enhancing prosocial behaviors and reducing problem behaviors. This protocol paper outlines research procedures, sample demographics, and survey data psychometric properties.

Methods:

The study was conducted in three preschool classrooms (two intervention and one waitlist control). Data were collected among 32 children and 8 teachers. Before the study began, eight formative focus groups were facilitated with 5 administrators and 32 teachers in total to inform modifications to the program and research design. The intervention group participated in 16 weeks of programming, including neural-based drills, aerobic activities, breathwork, and “feelings circle” exercises, along with classroom and home kits. The waitlist control group received a shortened (8-week) program after the intervention groups completed their sessions. Data were collected before and after the intervention and again 2 months post-intervention. Measures included behavioral tasks, biomarkers (heart rate variability via wearable sensors and hormonal substrates in hair), and surveys from parents and teachers. Implementation fidelity was assessed using quantitative logs, qualitative field notes, and video observations. Post-intervention interviews and focus groups were conducted with teachers, parents, and administrators.

Results:

Formative focus groups were conducted with 32 teachers, 5 administrators. Data were collected from 40 participants, including 32 preschoolers (ages 3-5 years, M = 4.4) and 8 teachers with a mean age of 37.9 years. Post-intervention interviews and focus groups were completed with 7 teachers, 4 administrators, and 8 parents.

Conclusions:

This paper describes study procedures. Future publications will present primary outcome findings and evaluate the feasibility and acceptability of this MMP and research design in community-based and university-based preschool settings. Future papers will provide evidence for the program's effectiveness, mechanisms of effects, and the need for larger randomized controlled trials to optimize early childhood mindfulness interventions.