Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review

Abstract This systematic literature review sought to reconcile the evidence of efficacy for interventions and approaches enhancing self-regulation and/or executive function in preschool settings. Following PRISMA methodology, a comprehensive search 20 years intervention research identified 85 studies that met inclusion criteria. Interventions were categorised by approach coded their characteristics (e.g. sample size, dose, duration, interventionist, activities), outcomes significance, size effects) study quality (i.e. risk bias). Reconciliation results indicated (1) within approaches, some had more consistent robust mindfulness, mediated play, physical activity) (2) across greater (or exclusive) presence amongst higher cognitive challenge, movement, as well fidelity dose considerations). Implications future (re)design, theorising about mechanisms change, are discussed.