Contemplative Practices in Early Childhood: Implications for Self-Regulation Skills and School Readiness

Autor/inn/en	Willis, Elizabeth; Dinehart, Laura H.
Titel	Contemplative Practices in Early Childhood: Implications for Self-Regulation Skills and School Readiness
Quelle	In: Early Child Development and Care, 184 (2014) 4, S.487-499 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.804069
Schlagwörter	Metacognition; Self Control; Child Development; Skill Development; Theory Practice Relationship; Scientific Research; Academic Achievement; Social Behavior; Educational Practices; School Readiness; Teaching Methods; Early Childhood Education; Program Implementation; Thinking Skills + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Kindesentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Theorie-Praxis-Beziehung; Schulleistung; Social behaviour; Soziales Verhalten; Bildungspraxis; Readiness for school; School ability; Schulreife; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Denkfähigkeit
Abstract	This article examines the development of self-regulation skills in early childhood and the possibilities of children's contemplative practices as a viable tool to facilitate this development. Current research indicates that self-regulation skills in early childhood education make a significant contribution to school readiness, and long-term academic success. This link establishes the need to bridge the gap between scientific research and classroom practice to implement more programmes that facilitate this development in early childhood classrooms. The development of self-regulation skills are discussed and examined specifically in relation to being mindful, achieving focussed attention and increased awareness of social-emotional behaviours. The contemplative practices, an umbrella term for mindfulness and meditational-based practices, are viewed as potential vehicles to facilitate self-regulation skills in the early childhood classrooms. Additional research is recommended to determine whether children exposed to these programmes will demonstrate more appropriate social-emotional behaviours, including enhancing children's self-regulation skills leading to long-term academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10