Mindfulness-Based Emotional Regulation for Vietnamese Preschoolers Aged 5–6: An Integrated Sensory and Co-Regulation Model

Abstract

This study explores an integrated model combining mindfulness-based interventions (MBI), sensory integration, and emotional co-regulation to support emotional self-regulation in 5–6-year-old Vietnamese children during their transition to primary school. Restructuring in the prefrontal cortex and heightened environmental demands make this critical phase prone to behavioral outbursts. Using an interdisciplinary framework across cognitive neuroscience, developmental psychology, and sensory integration therapy, the research demonstrates how regular mindfulness practice alters brain plasticity. Specifically, mindfulness strengthens executive functions in the prefrontal cortex ($EC$) while down-regulating hyperactive amygdala responses ($AR$), producing a "cognitive pause" that inhibits reactive outbursts.

Addressing the link between sensory processing disorders and emotional instability, the study emphasizes a bottom-up therapeutic approach that stabilizes sensory systems prior to higher-order cognitive training. It introduces the CAM model (Calm, Awareness, Lead, Mentor) to facilitate adult-child emotional co-regulation. Furthermore, the study synthesizes local practical tools, including Vietnamese-language apps, picture books, and training centers in Ho Chi Minh City. Overall, the findings present a culturally adaptable, scientifically grounded pedagogical framework to foster emotional resilience and sustainable well-being in young children.