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ERIC Number: EJ1253496
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1913-5688
EISSN: N/A
Primary Teachers' Perceptions of Mindfulness Practices with Young Children
Piotrowski, Stephanie A.; Binder, Marni J.; Schwind, Jasna Krmpotic
LEARNing Landscapes, v10 n2 p225-240 Spr 2017
Recent research into mindfulness in education supports introduction of this practice into the classroom. This qualitative descriptive study explored mindfulness with young children, as perceived by their teachers. Four primary teachers were interviewed using open-ended and semi-structured questions, allowing them to share their experiences of implementing mindfulness in their classrooms. Using thematic analysis, we learned that teachers found benefits of including mindfulness into daily classroom routines. However, they felt that more holistic approaches, such as guided breathing, yoga, and loving-kindness meditation, could more fully support childhood well-being.
LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A