Mindfulness-Based Whole-Child Curriculum Increases Contemplative Practice, Empathy, and Bias Reduction in Parents and Preschoolers

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Contemplative Traditions for Creativity and Healing: Holistic Pedagogy (Table 9)

Abstract

Mindfulness-based interventions are linked to cognitive changes fostering anti-biased thought. This study examined the impact of a mindfulness-based whole-child curriculum on contemplative practice and bias reduction in parents and preschoolers (from publicly funded PreK and Head Start centers in Mississippi). Results indicated a decrease in parents’ biased viewpoints and an increase in parents' reports of children's contemplative practice at home for those participating in the intervention. Children in the intervention showed less bias toward outgroups related to race and more empathy compared to children not in the intervention. These findings suggest that integrating mindfulness-based interventions in preschool curricula increases children’s contemplative practices, promotes equity, and reduces biases in parents and children, emphasizing the significance of mindfulness education in preschool curricula.

Authors

• Biju Rajbhandari, University of Mississippi

• Alicia Cooper Stapp, University of Mississippi

• Kenya E. Wolff, University of Mississippi

• Stephanie E. Miller, University of Mississippi

• Morgan E. Harris, University of Mississippi

• Kelsey Partlow, University of Mississippi

• Isabella Liberto, University of Mississippi