Effects of Meditation on Preschoolers’ Attention Performance and EEG Profile

• Main Authors: Li-Fen Chen, 陳麗芬
• Other Authors: Shih-Hui Yen
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/53852237684158632845

碩士 === 樹德科技大學 === 幼兒保育學系 === 92 === Abstract It takes a period of time for children to learn how to adapt to the transition from kindergarten to elementary school. One of the essential skills to strengthen learning performances is concentrative attention. It is helpful for children entering elementary schools to have a habit of focusing on what they’ve been teaching. The purpose of this study is tried to explore the effect of meditation on preschooler’s attention performance and EEG profile. The tools of measurement in this study include: TONI-2 test of nonverbal intelligence, Test for Attentional Performance (TAP) and Biofeedback Monitor Physical Recorder. Children (5- to 6-year-old) as experimental subjects are all from a kindergarten in Kaohsiung city. Period of meditation practice is applied to the daily routine activities in the experiment-setting children, while the control-setting children keep the daily activities unchanged as usual. Application of meditation on child lasts for 8 weeks. It is demonstrated that the meditation exerted positive enhancement on preschoolers’ TAP scores. The powers of alpha wave are elevated during the meditation practice. However, the powers of beta wave remain unchanged. There are no significant differences for TAP scores and EEG profiles of children when compared with sex and intelligence. Delayed effect can be observed on the activated alpha wave by the intervention of meditation for preschoolers. Based on the results mentioned above, it is helpful for eliciting the learning potential of children by meditation practice. Administrators of education should consider the possibility of arranging meditation practice as part of curriculum in the kindergarten.