ERIC Number: EJ1132677
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 46
A Theoretically and Ethically Grounded Approach to Mindfulness Practices in the Primary Grades
Moreno, Amanda J.
Childhood Education, v93 n2 p100-108 2017
As mindfulness practices become more widely implemented in schools, they are attracting both keen interest and strong criticism. It is important that mindfulness-based programs adhere to sound child development principles, be aligned with the neuroscience of stress, be integrated in a holistic manner by teachers throughout the school day, and support the ethical application of "right-minded" values toward increasingly self-determined and equitable classrooms. This article describes the priorities, mechanisms of change, and practical strategies for realizing these ideals in the classroom. The project described is the first to experimentally test the Calm Classroom© (Luster Learning Institute) program, and has also enhanced it for the primary grades in order to evaluate the effectiveness of mindfulness and related practices in supporting students.
Descriptors: Metacognition, Ethics, Elementary School Students, Child Development, Holistic Approach, Self Determination, Equal Education, Perception, Attention Control, Models, Well Being, Urban Schools, Poverty, At Risk Students, Teacher Role, Social Development, Emotional Development, Theories, Program Effectiveness
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A