The effect of mindfulness-based social emotional learning program on preschool children's self-regulation skills

Mindfulness practices have been gaining popularity in educational settings recently, as a way to support preschool children's self-regulation skills. The aim of the study is to examine the effects of Mindfulness-Based Social Emotional Learning Program on the self-regulation skills of preschool children. The study is based on the mixed research method. On the quantitative front, a quasi-experimental design with pretest-posttest, follow-up test and control group was used, whereas the qualitative part of the study employed a case study design. The study group consisted of preschool teachers, 52 children in the 60-72 months age group, the parents of the children included in the experimental group, and the preschool teacher involved. The study employed Questionnaire and Preschool Self-Regulation Scale as quantitative data collection tools, Parent-Teacher Interview Form and the Researcher's Diary were used as qualitative data collection tools. The program was applied to the children in the experimental group two days a week for eight weeks. At the end of the intervention program, a post-test was administered to the experimental and control groups and a follow-up test was administered 8 weeks later. Quantitative data were analyzed using mixed between and within-groups analysis of variance and Post Hoc, and qualitative data were analyzed using content analysis. It was observed that the MBSELP made a statistically significant difference on the self-regulation skills of preschool children and this significant difference continued in the follow-up period. The research shows significant improvements in children's self-regulation skills, which mothers and teachers confirm.