Abstract
Early childhood is marked by substantial development in the self-regulatory skills supporting school readiness and socioemotional competence. Evidence from developmental social cognitive neuroscience suggests that these skills develop as a function of changes in a dynamic interaction between more top-down (controlled) regulatory processes and more bottom-up (automatic) influences on behavior. Mindfulness training-using age-appropriate activities to exercise children's reflection on their moment-to-moment experiences-may support the development of self-regulation by targeting top-down processes while lessening bottom-up influences (such as anxiety, stress, curiosity) to create conditions conducive to reflection, both during problem solving and in more playful, exploratory ways.
Original language | English (US) |
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Pages (from-to) | 154-160 |
Number of pages | 7 |
Journal | Child Development Perspectives |
Volume | 6 |
Issue number | 2 |
DOIs | |
State | Published - Jun 2012 |
Keywords
- Bidirectional influences
- Executive function
- Intervention
- Mindfulness
- Self-regulation