NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1157023
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-8543
EISSN: N/A
Developing a Mindfulness-Based Program for Infant Schools: Feasibility, Acceptability, and Initial Effects
Emerson, Lisa-Marie; Rowse, Georgina; Sills, Jennifer
Journal of Research in Childhood Education, v31 n4 p465-477 2017
Growing evidence points to the success of mindfulness for supporting the well-being of older children in schools; less is known about the effects with younger schoolchildren. This study sought to test the feasibility and acceptability of a program of mindfulness-based activities with a nonclinical sample of young children within a school setting. In addition, the impact of the program on measures of attention, inhibition, well-being, and mindfulness were assessed. A 4-week program of mindfulness-based activities was delivered within a classroom of 26 children, age 6 to 7 years. The program was feasible to implement and acceptable to the majority of participants. Outcomes assessed at four time points (baseline, pre-, postintervention, and follow-up) demonstrated mixed effects. Sustained attention significantly increased postintervention and inhibition increased significantly during the baseline and intervention period. There was no change in well-being and mindfulness. Limitations on measurements are considered in light of the findings; appropriate measures of mindfulness and well-being need to be developed for this age group.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Identifiers - Assessments and Surveys: Conners Teacher Rating Scale
Grant or Contract Numbers: N/A