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

16 references·16 citing·50 second hopsampled

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References

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2013

II. NIH TOOLBOX COGNITION BATTERY (CB): MEASURING EXECUTIVE FUNCTION AND ATTENTION

823 cited

2008Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program719 cited

2011The Nature of Adolescence679 cited

Cited by

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2017A Systematic Review and Meta-analysis of the Effects of Meditation on Empathy, Compassion, and Prosocial Behaviors346 cited
2017Mindfulness-based interventions with youth: A comprehensive meta-analysis of group-design studies311 cited
2019A meta-analysis of the experimental evidence on the near- and far-transfer effects among children’s executive function skills.292 cited
2019Review of the Evidence on, and Fundamental Questions About, Efforts to Improve Executive Functions, Including Working Memory279 cited
2020The plasticity of well-being: A training-based framework for the cultivation of human flourishing254 cited
2020A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions254 cited
2017SEL Interventions in Early Childhood208 cited
2018Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers204 cited
2019Helping People by Being in the Present: Mindfulness Increases Prosocial Behavior189 cited
2018Money Helps When Money Feels: Money Anthropomorphism Increases Charitable Giving165 cited
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2016Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom157 cited