What we learn as young children continues to affect us throughout our lives. If we wish to build better adults the place to start is in early childhood education. Here we can mold and build behaviors and attitudes that will shape the individual’s behavior over a lifetime.
Our focus to date in early education has been almost exclusively on building knowledge and performance on standardized tests. We have neglected to specifically work on developing cognitive, emotional, and social skills despite the fact that it has been established that these skills are not only important unto themselves, but are also turn out to be very important in developing academic skills. Research has demonstrated that cognitive, emotional, and social skills in childhood predict health, financial stability, and educational attainment into adulthood.
Childhood is an optimum time to develop these skills. Children are malleable and their nervous systems are particularly plastic and capable of being shaped and molded. In today’s Research News article “Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum.”
Lisa Flook and colleagues test the effectiveness of a mindfulness program in 4 and 5 year old preschool children. They demonstrate that a brief program in mindfulness improves a whole spectrum of cognitive and social behaviors, including social competence, health, social-emotional development, cognitive flexibility and delay of gratification and even improves report card grades. That the effect may be lasting was evidenced by the fact that the improved grades carried over into the semester following the training.
This is quite remarkable that relatively brief mindfulness training with 4 to 5 year olds can produce such far ranging effects. A key element may be that the mindfulness training improves self-regulation. The better performance of the trained children in the delay of gratification task is indicative of improved ability for self-control. Doing well on this task has been shown to predict success in later life. This improved self-regulation may also be the reason for the improved grades.
Another key element of mindfulness training is improvement in attentional ability. Young children have very limited attentional ability and any increase can have far ranging consequences for the child’s behavior. Attention is also a component in self-regulation further strengthening the self-control. It also is important for academic achievement and its enhancement may be a major contributor to the grade improvements.
Mindfulness training also improves mindfulness itself. It improves engagement with what is transpiring in the present. Such focus is important in successful academic and social competence. It has also been shown to produce appreciation for life and increased happiness. These attitudes can infect everything that the child engages in, making them more effective and popular.
Humans are social creatures and skillful social behavior can be a key to not only later success but also happiness. Once again attention and self-regulation are important in social interactions and these may be contributing to the improved social competence in the trained children. But an additional focus of the training was on developing the qualities of kindness and care toward oneself and others. This kind of training has been shown to improve empathy and compassion, which are important skills for social success.
So train your children in mindfulness and produce a better adult.
CMCS
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