Enhancing Attention Through Digital Mindfulness: Teacher Perspectives on Implementation in Preschool Settings

OpenAlex English

This study investigates the impact of a digital mindfulness application on preschool children's attention skills based on teachers’ experiences. Adopting a qualitative case study design, the research was conducted with two preschool teachers and 23 children aged 60-72 months enrolled in public institutions affiliated with the MoNE. Over four weeks, daily 40-minute mindfulness sessions were implemented using the Nowanda digital application. Data were gathered through semi-structured interviews conducted before and after the intervention and analyzed using content analysis. Findings indicate that technology-supported mindfulness activities positively influenced children’s attention in the short term, particularly in group settings. Teachers observed increased focus, emotional regulation, and motivation; however, the effectiveness varied depending on individual differences, classroom dynamics, and external distractions. While the digital format was engaging and accessible, challenges emerged, including screen time management, spatial limitations, and insufficient pedagogical support. Teachers noted that children with pre-existing attention difficulties benefited less unless activities were applied systematically and consistently. The study concludes that when thoughtfully integrated and developmentally appropriate, digital mindfulness tools can support attention development in early childhood. Effective use requires teacher training and active family engagement. Further research is recommended to examine long-term effects and compare different mindfulness technologies in early learning environments.