正念訓練是指個體將注意力集中于當下體驗的一種心理干預方法。先前研究表明正念訓練可以促進其注意力、執行功能、情緒調節等的發展,而正念訓練對幼兒心理發展的作用機制并不清楚。因此,為了考察正念訓練對3～4歲幼兒注意力和執行功能的影響。采用前后測設計,對正念組進行每周2次,每次20～30分鐘,共12次的正念訓練;對照組不進行任何訓練。結果發現:(1)在注意力方面,正念組與對照組前測差異不顯著,訓練后正念組幼兒持續性注意力得分顯著高于對照組。(2)在執行功能方面,正念組和實驗組在抑制控制、認知靈活性以及工作記憶上前測得分差異不顯著,訓練后正念組幼兒抑制控制和認知靈活性得分顯著優于對照組,而兩組幼兒工作記憶差異不顯著。研究表明,正念訓練促進了3～4歲幼兒注意力和執行功能的發展,且在執行功能方面主要表現為對抑制控制和認知靈活性的提升。

Mindfulness is a technique that alleviates the suffering of the yogi and implements self-awareness. Previousstudies found that mindfulness training can improve work efficiency, emotional regulation, attention, and executive function. However, it is still unknown whether mindfulness training can improve attention and executive function in preschool children. This study sought to investigate the effect of mindfulness training for younger children to improve attention and executive function performance.The present study attempted to use a 2(group: mindfulness training vs no-training) × 2(test time:pre vs post) between-and-within-subjects design to investigate the effect of mindfulness training on improving 3-and4-year-old children’s attention and executive function. The mindfulness training consisted of 12 sessions, with20～30 minutes per session, and was held twice a week for two months involving 6 preschoolers at a time. The children were assigned to two groups, mindfulness group(N = 26, age range from 41.69 months to 51.42 months,SD = 1.12 months) and control group(N = 26, age range from 41.98 months to 53.98 months, SD = 3.60 months).In the mindfulness training group, the instructor guided children to perform activities of mindfulness, while children in the No-training group were given normal activities. In the study, the mindfulness training course consisted of three parts. Part 1 was "breath and attention" that children learned to master belly breathing and focused attention on specific sensory. Part 2 was "body perception and movement" that children gained balance awareness and body coordinates. Part 3 was "awareness of mental activity" that children learned to relax and perceive each body part. Children’s attention was measured before and after training using an attention task(e.g.Finding Animals Test), and three components of executive function were measured before and after training using three classic tasks(e.g. Inhibition Control: Peach Flower Heart Task, Cognitive Flexibility: Dimensional Change Card Sort Task(DCCS) and Working Memory: WPPSI-VI’s Picture Memory Test).To investigate whether mindfulness training can enhance children’s attention and executive function, we performed 2(group: mindfulness training vs no-training) × 2(test time: pretest vs posttest) repeated measures ANOVA. The results revealed that the interaction between group and test time was significant. An analysis of simple effects further indicated that in the pretest there was no significant effect between mindfulness training group and no-training group. In the posttest, the attention and two components of executive function performances(inhibition control and cognitive flexibility) improved significantly in mindfulness group, while no significant differences were found on attention and three components of executive function in no-training group. The results supported the usefulness of mindfulness training to enhance children’s performances on attention and executive function.In conclusion, our results suggested the positive effects of mindfulness training on two components of executive function(inhibition control and cognitive flexibility) and attention in preschool children. The results provided important theoretical and practical implications for 3-and 4-year-old children’s attention and executive function.