Examination of the Effects of a Play-Based Mindfulness Training Program on Resilience, Emotion Regulation Skills, and Executive Functions of Preschool Children

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dc.contributor.authorIcen, Betul Kapkin
dc.contributor.authorCelik, Osman Tayyar
dc.date.accessioned2026-04-04T13:31:10Z
dc.date.available2026-04-04T13:31:10Z
dc.date.issued2026
dc.departmentİnönü Üniversitesi
dc.description.abstractBackground/Objectives: The cognitive processes underlying learning are critical for educational practices. While mindfulness-based approaches to strengthening these cognitive processes have become widespread, studies focusing on game-based development of executive functions, particularly in preschool settings, are limited. The primary objective of this study is to develop a play-based mindfulness intervention program for preschool children and to examine the effects of this program on preschool children's resilience, emotion regulation skills, and executive functions. Methods: The study employed a pretest-post-test control-group experimental design. The study group consisted of 40 children (20 experimental and 20 control) aged 5-6 years, attending a kindergarten in Malatya province, T & uuml;rkiye. The Devereux Early Childhood Assessment Scale (DECA-P2), Emotion Regulation Scale (ERS), and Childhood Executive Functions Inventory (CHEXI) were used as data collection tools. Independent-samples t-tests were used for baseline analysis, and a two-way repeated-measures ANOVA was used to evaluate the program's effects. Results: Findings showed that there was a statistically significant difference between the pre-test and post-test mean scores of the children in the experimental group compared with those in the control group for resilience, emotion regulation, and executive function (p < 0.05). Conclusions: Strong evidence was obtained that play-based mindfulness training has positive effects on the cognitive and emotional development of preschool children.
dc.description.sponsorshipInonu University Scientific Research Projects Unit [SBA-2025-4282]
dc.description.sponsorshipThis study was supported by the Inonu University Scientific Research Projects Unit [Project ID: 4282; Project Code: SBA-2025-4282].
dc.identifier.doi10.3390/children13010110
dc.identifier.issn2227-9067
dc.identifier.issue1
dc.identifier.pmid41597118
dc.identifier.scopus2-s2.0-105029078676
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.3390/children13010110
dc.identifier.urihttps://hdl.handle.net/11616/108628
dc.identifier.volume13
dc.identifier.wosWOS:001671966400001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherMdpi
dc.relation.ispartofChildren-Basel
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250329
dc.subjectemotion regulation
dc.subjectpreschool children
dc.subjectplay-based training
dc.subjectresilience
dc.subjectexecutive function
dc.subjectmindfulness
dc.titleExamination of the Effects of a Play-Based Mindfulness Training Program on Resilience, Emotion Regulation Skills, and Executive Functions of Preschool Children
dc.typeArticle

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