Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum

Developmental Psychology

Volumn 51, Issue 1, 2015, Pages 44-51

  Flook, Lisa ^a   Goldberg, Simon B ^a   Pinger, Laura ^a   Davidson, Richard J ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

Early childhood; Executive function; Mindfulness; Preschool; Prosocial behavior

Indexed keywords

CHILD BEHAVIOR; CONTROLLED STUDY; CURRICULUM; EMOTION; EXECUTIVE FUNCTION; FEMALE; HUMAN; LEARNING; MALE; MINDFULNESS; PRESCHOOL CHILD; PSYCHOLOGY; RANDOMIZED CONTROLLED TRIAL; SOCIAL ADAPTATION; SOCIAL CONTROL;

CHILD BEHAVIOR; CHILD, PRESCHOOL; CURRICULUM; EMOTIONS; EXECUTIVE FUNCTION; FEMALE; HUMANS; LEARNING; MALE; MINDFULNESS; SOCIAL CONTROL, INFORMAL; SOCIAL SKILLS;

EID: 84925768548     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0038256     Document Type: Article

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