Mindfulness practice with a brain‐sensing device improved cognitive functioning of elementary school children:An exploratory pilot study

This is the first pilot study with children that has assessed the effects of a brain–computer interface-assisted mindfulness program on neural mechanisms and associated cognitive performance. The participants were 31 children aged 9–10 years who were randomly assigned to either an eight-session mindfulness training with EEG-feedback or a passive control group. Mindfulness-related brain activity was measured during the training, while cognitive tests and resting-state brain activity were measured pre- and post-test. The within-group measurement of calm/focused brain states and mind-wandering revealed a significant linear change. Significant positive changes were detected in children’s inhibition, information processing, and resting-state brain activity (alpha, theta) compared to the control group. Elevated baseline alpha activity was associated with less reactivity in reaction time on a cognitive test. Our exploratory findings show some preliminary support for a potential executive function-enhancing effect of mindfulness supplemented with EEG-feedback, which may have some important implications for children’s self-regulated learning and academic achievement

Benefits of a mindfulness-based intervention upon school entry:A pilot study

Background: mindfulness meditation is effective at fostering the executive functioning of children, i.e., the skills that play important roles in academic performance and social–emotional wellbeing. One possible mechanism for such an effect might be that meditation practices can decrease stress, especially if someone is at a risk for elevated cortisol levels, for instance, due to a stressful life event, such as starting school. Participants and methods: the present pilot study tested the effects of a six-session mindfulness intervention applied right after school entry compared to a passive control group. In total 61 first graders participated (M(age) = 84.95 months, SD = 5.21) in this study from four classes of a primary school in Budapest. Repeated-measures ANOVA were performed to explore the effects on executive functioning skills and cortisol levels. Results: no effect was found on morning salivary cortisol levels, but the working memory capacities of girls significantly improved as a result of the intervention. Conclusions: a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools

Short mindfulness‐based relaxation training has no effects on executive functions but may reduce baseline cortisol levels of boys in first grade:A pilot study

(1) Background: Executive functions are important for academic performance and school readiness. Children’s executive function skills are found to be improved by mindfulness-based interventions, and these programs are also effective in stress reduction. The aim of this study was to evaluate the feasibility and the effects of a short mindfulness-based relaxation training compared to a passive control condition right before school entry on executive function skills and cortisol levels. (2) Methods: The feasibility and the effects of the intervention before school entry were tested with 61 preschoolers. The final sample consisted of 51 participants (M(age) = 81.90 months, SD = 5.45; 41% male). Short-term memory, executive function skills and cortisol levels before and after the intervention were assessed. Additionally, cortisol levels were assessed one week and one month after school entry. (3) Results: There was a significant sex difference in the effects of the intervention on children’s cortisol levels (p = 0.026, η(2) = 0.134). The mindfulness-based relaxation training applied before school entry prevented a rise in boys’ cortisol levels one week after starting school. (4) Conclusion: A short mindfulness-based intervention before starting school could be effective in fostering physiological stress management in boys

What are we downloading for our children? Best-selling children's apps in four European countries

The present article provides an overview of the best-selling apps for the age range of 0-8 years under various categories, including 'Kids', 'Books', 'Educational games', 'Family games' and 'Word games' in the two major application stores (Google Play and iTunes App Store) in four economically diverse European countries: Hungary, Turkey, Greece and the Netherlands. As tablets seem to be a substantial part of children's leisure activities, and thus apps might play an important role in their development, we conducted a content analysis to highlight two issues: the educational value of the most popular children's apps and the fine-tuning of apps to the local culture and language of non-English speaking countries. There is a large overlap between the best-selling apps in the four countries; in fact, half of the apps appear among the most popular lists in more than one country. Consequently, most children's apps do not include any oral language and, if they do, they are not available in the local language. Furthermore, the results show that a substantial part of the apps supported early literacy skills. In the majority of apps teaching literacy, although advertised for the youngest, the focus of instruction was more suited for school-age children.Netherlands Organization for Scientific Research (NWO) (411-07-216)National Research, Development and Innovation Office (NKFIH) (PD121297