The research below supports the idea that adults who become more conscious and mindful (meta-cognitive, meta-cognitive, social-emotional learning of adults) have better interactions with children and other adults.
- Cohen, J. A. S., & Semple, R. J. (2010). Mindful parenting: A call for research. Journal of Child and Family Studies, 19(2), 145-151. This study conducted a mindfulness intervention for parents and found an increase in parenting satisfaction, decrease in child aggression, and increase in child pro-social behaviors.
- Langer, E. J., Cohen, M., & Djikic, M. (2012). Mindfulness as a Psychological Attractor: The Effect on Children. Journal of Applied Social Psychology, 42(5), 1114-1122. This study demonstrated that children preferred to interact with mindful adults.
- Ulloa, M. L., Evans, I. M., & Parkes, F. (2010). Teaching to Care: Emotional Interactions between Preschool Children and Their Teachers. New Zealand Research in Early Childhood Education, 13, 33-43. This study demonstrated that teachers who considered children’s emotions encountered less aggressive conflict. The authors stressed the importance of teacher emotional awareness training.
- Gambrel, L. E., & Keeling, M. L. (2010). Relational aspects of mindfulness: Implications for the practice of marriage and family therapy. Contemporary Family Therapy, 32(4), 412-426. This intervention study demonstrated that mindfulness could benefit relationships by improving communication, empathy, and emotional regulation.
- Capel, C. M. (2012). Mindlessness/mindfulness, classroom practices and quality of early childhood education: An auto-ethnographic and intrinsic case research. International Journal of Quality & Reliability Management, 29(6), 666-680. This intervention demonstrated that mindful classroom practices could improve overall performance of both students and teachers.