Integrating Social Emotional Learning, mindfulness, and nutrition education into curricula to promote self-regulation and healthy eating behaviors among preschoolers

Abstract

The overlap between children’s general self-regulatory skills and self-regulation of eating is notably complex and may be a common mechanism and target of intervention to promote child health and wellbeing. Social Emotional Learning (SEL) components align with both nutrition and mindfulness-based practices and can be integrated into programs to intentionally nurture the whole child. Mindfulness-based practice may be a unique strategy for childhood overweight and obesity prevention, as it has the potential to support children’s development of mind-body awareness and self-regulation to develop a healthy and nourishing relationship with food at an early age. This paper examines the complexity of self-regulation and explores common origins of general and eating self-regulation within families and early education and childcare settings, with a focus on the important roles of parents and teachers in supporting child behavior. Additionally, the intersections among SEL, mindfulness-based practices, and nutrition education are explored to show how these linkages may be utilized within the context of early intervention to shape children’s healthy eating and early self-regulatory behaviors. Finally, we discuss future research needs and implications to advance the understanding of connections between general self-regulation and ASR during this critical period of child development.