Exploring the Use and Delivery of School-Based Mindfulness Programmes for Young Children

Autor/inn/en	Holt, Stephanie; Atkinson, Cathy
Titel	Exploring the Use and Delivery of School-Based Mindfulness Programmes for Young Children
Quelle	In: Educational & Child Psychology, 39 (2022) 3, S.70-93 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Young Children; Metacognition; School Activities; Program Implementation; Intervention; Experiential Learning; Instruction; Educational Psychology; Child Development; Cognitive Processes; Well Being; Interpersonal Competence; Social Behavior; Academic Achievement + Suchen Sie Ihr Suchwort? Frühe Kindheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Experiental learning; Erfahrungsorientiertes Lernen; Teaching process; Unterrichtsprozess; Erziehungspsychologie; Pädagogische Psychologie; Kindesentwicklung; Cognitive process; Kognitiver Prozess; Well-being; Wellness; Wohlbefinden; Interpersonale Kompetenz; Social behaviour; Soziales Verhalten; Schulleistung
Abstract	Aims: This systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old. Method: School-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal principles and practical components of the school-based mindfulness interventions were analysed. Findings: The results revealed vast heterogeneity across programme design and delivery. The majority of programmes used mindful movement, visuals/props, sensory activities, reflection on experiences and the use of metaphorical language to teach young children mindfulness. There appeared to be greater precedence for experiential practices than instructional practices such as attitudinal features. Mindfulness has been used mainly to support cognitive functioning, particularly attentional and executive functioning. Limitations: The COVID-19 pandemic has delayed submission of this article, meaning that the most recent research findings might not be documented. The heterogeneity of the studies made drawing conclusions difficult. Conclusions: Implications for educational psychology practice and areas for future research are considered, particularly in relation to how educational psychologists can work with teachers to deliver effective and sustainable mindfulness interventions. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://www.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01