Okul Öncesi Dönem Çocuklarıyla Yapılan Bilinçli Farkındalık (Mindfulness) Araştırmalarının Sistematik İncelenmesi

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Carmody, J. (2015). Reconceptualizing mindfulness. In K. W. Brown, J. D. Creswell, & R. M. Ryan (Eds.), Handbook of mindfulness: Theory, research, and practice (pp. 62–78). The Guilford Press.

Courbet, O., Daviot, Q., Kalamarides, V., Habib, M., & Villemonteix, T. (2024). Promoting psychological well-being in preschoolers through mindfulness-based socio-emotional learning: A randomized-controlled trial. Research on Child and Adolescent Psychopathology, 52(10), 1487–1502. https://doi.org/10.1007/s10802-024-01220-x

Crooks, C. V., Bax, K., Delaney, A., Kim, H., & Shokoohi, M. (2020). Impact of MindUP among young children: Improvements in behavioral problems, adaptive skills, and executive functioning. Mindfulness, 11(10), 2433–2444. https://doi.org/10.1007/s12671-020-01460-0

Çollak, N. (2018). 8-week mindfulness programme for preschool children and the effects of the programme on children (Unpublished master’s thesis). Bahçeşehir University.

Daşıran, T. Y. (2023). Examination of the effect of holistic awareness training on the self-regulation and social skills of preschool children. (Doctoral dissertation). Ankara University.

Dial, L. A., Emley, E., Koerten, H. R., Waite, T. C., & Musher-Eizenman, D. R. (2020). A mindfulness intervention for food neophobia among preschoolers. Early Childhood Education Journal, 48(1), 117–126. https://doi.org/10.1007/s10643-019-00962-4

Dorra, J., & Jarraya, S. (2024). The effect of a short-term mindfulness programme on motor skills and on psychological and social behaviour in preschool children: A randomised controlled trial. Perceptual and Motor Skills, 131(5), 1622–1646. https://doi.org/10.1177/00315125241267348

Duff, C. (2024). The Implementation of Mindfulness in Early Childhood: Diversity in the Uses and Functions of Mindfulness and What This may Mean for Children's Well‐being. Mind, Brain, and Education, 18(2), 187-199.

Erten, C., & Güneş, G. (2024). Social behaviour changes via mindfulness practices in early childhood. Children and Youth Services Review, 158, 107452. https://doi.org/10.1016/j.childyouth.2023.107452

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Garrison, J. L. (2017). A self-compassion and mindfulness programme for preschoolers (Unpublished master’s thesis). San Diego State University.

Haines, B. A., Hong, P. Y., Immel, K. R., & Lishner, D. A. (2023). The mindfulness-based kindness curriculum for preschoolers: An applied multi-site randomised control trial. Mindfulness, 14(9), 2195–2210. https://doi.org/10.1007/s12671-023-02210-8

Jackman, M. M., Nabors, L. A., McPherson, C. L., Quaid, J. D., & Singh, N. N. (2019). Feasibility, acceptability, and preliminary effectiveness of the OpenMind (OM) programme for preschool children. Journal of Child and Family Studies, 28, 2910–2921. https://doi.org/10.1007/s10826-019-01506-5

Jansen, P., Siebertz, M., & Portele, C. (2024). A kind mind: Enhancing socio-emotional skills in German preschool children through the mindfulness-based kindness curriculum. The Journal of Genetic Psychology, 185(1), 1–16. https://doi.org/10.1080/00221325.2024.2438383

Jennings, A. P. (2019). Mindfulness for teachers (Ö. Taner, Trans.). Pegasus.

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Kim, E., Jackman, M. M., Jo, S. H., Oh, J., Ko, S. Y., McPherson, C. L., ... Singh, N. N. (2020). Effectiveness of the mindfulness-based OpenMind-Korea (OM-K) preschool programme. Mindfulness, 11, 1062–1072. https://doi.org/10.1007/s12671-020-01337-2

Lee, R. L. T., Lane, S. J., Tang, A. C. Y., Leung, C., Kwok, S. W. H., Louie, L. H. T., ... Chan, S. W. C. (2020). Effects of an unstructured free play and mindfulness intervention on wellbeing in kindergarten students. International Journal of Environmental Research and Public Health, 17(15), 5382. https://doi.org/10.3390/ijerph17155382

Lemberger-Truelove, M. E., Carbonneau, K. J., Atencio, D. J., Zieher, A. K., & Palacios, A. F. (2018). Self-regulatory growth effects for young children participating in a combined social and emotional learning and mindfulness-based intervention. Journal of Counselling & Development, 96(3), 289–302. https://doi.org/10.1002/jcad.12203

Lertladaluck, K., Suppalarkbunlue, W., Moriguchi, Y., & Chutabhakdikul, N. (2021). Effects of school-based mindfulness training on preschool children’s executive functions and self-regulation. Child Development Research, 2021, Article ID 6698423. https://doi.org/10.1155/2021/6698423

Li, Q., Song, Y., Lian, B., & Feng, T. (2019). Mindfulness training can improve 3- and 4-year-old children’s attention and executive function. Acta Psychologica Sinica, 51(3), 324–336. https://doi.org/10.3724/SP.J.1041.2019.00324

Li-Grining, C. P., Vera, E., Janusek, L., Saban, K., Liston, Y., Naqi, Z., & Troske, M. (2021). Project CaLM: A pilot intervention integrating mindfulness strategies into head start classrooms. Western Journal of Nursing Research, 43(3), 227-238. https://doi.org/10.1177/0193945920946484

Lim, X., & Qu, L. (2017). The effect of single-session mindfulness training on preschool children's attentional control. Mindfulness, 8(2), 300-310. https://doi.org/10.1007/s12671-016-0600-2

Malboeuf-Hurtubise, C., Lefrançois, D., Mageau, G., Taylor, G., Éthier, M., Gagnon, M., & DiTomaso, C. (2020). Impact of a combined philosophy and mindfulness intervention on positive and negative indicators of mental health among pre-kindergarten children: Results from a pilot and feasibility study. Frontiers in Psychiatry, 11. https://doi.org/10.3389/fpsyt.2020.510320

Malboeuf-Hurtubise, C., Taylor, G., Léger-Goodes, T., Touré, E. H., Fitzpatrick, C., & Smith, J. (2025). The effects of a mindfulness-based intervention on primary school students’ symptoms of inattention, depression, and anxiety: A moderated mediation examination. https://doi.org/10.21203/rs.3.rs-6448641/v1

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Moreno-Gómez, A. J., & Cejudo, J. (2019). Effectiveness of a mindfulness-based social-emotional learning programme on psychosocial adjustment and neuropsychological maturity in kindergarten children. Mindfulness, 10(1), 111-121. https://doi.org/10.1007/s12671-018-0956-6

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Özcan, M. (2024). Impact of school-based mindfulness programme on school readiness of children aged 48–72 months (Doctoral dissertation). Gazi University, Institute of Educational Sciences, Department of Basic Education, Division of Preschool Education, Ankara.

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Paslı, H., & Temel, F. (2024). The effect of mindfulness practices on children's self-regulation skills according to teacher evaluations. Journal of Education and Society Research, 11(2), 36–48. https://doi.org/ 10.51725/ etad.1514631

Poehlmann-Tynan, J., Vigna, A., Weymouth, L., Gerstein, E., Burnson, C., Zabransky, M., Lee, P., & Zahn-Waxler, C. (2016). A pilot study of contemplative practices with economically disadvantaged preschoolers: Children's empathic and self-regulatory behaviours.

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Porter, B., Oyanadel-Véliz, C., López-Angulo, Y., & Peñate, W. (2025). Mindfulness, Difficulties in Emotional Regulation, Negative and

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Rajbhandari, B. (2023). Mindfulness practice relates to improvements in delaying gratification in preschoolers. (Master's thesis). The University of Mississippi.

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Zhu, T., Zhang, L., Weng, W., Gan, R., Sun, L., Wei, Y., ... & Chen, S. (2025). Effectiveness of an Internet-Based, Self-Guided, Short-Term Mindfulness Training (ISSMT) Program for Relieving Depressive Symptoms in the Adult Population in China: Single-Blind, Randomized Controlled Trial. Journal of Medical Internet Research, 27, e55583. doi: 10.2196/55583