Exploring the use and delivery of school-based mindfulness programmes for young children.
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| Title: | Exploring the use and delivery of school-based mindfulness programmes for young children. |
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| Authors: | Holt, Stephanie, Atkinson, Cathy |
| Source: | Educational & Child Psychology. Dec2022, Vol. 39 Issue 3, p70-93. 24p. 1 Diagram, 8 Charts. |
| Subjects: | Mindfulness, Educational planning, Program design (Education), Secondary education, Young adults |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 160897878 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the use and delivery of school-based mindfulness programmes for young children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Holt%2C+Stephanie%22">Holt, Stephanie</searchLink><br /><searchLink fieldCode="AR" term="%22Atkinson%2C+Cathy%22">Atkinson, Cathy</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Dec2022, Vol. 39 Issue 3, p70-93. 24p. 1 Diagram, 8 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Mindfulness%22">Mindfulness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br /><searchLink fieldCode="DE" term="%22Program+design+%28Education%29%22">Program design (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=160897878 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2022.39.3.70 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 70 Subjects: – SubjectFull: Mindfulness Type: general – SubjectFull: Educational planning Type: general – SubjectFull: Program design (Education) Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Young adults Type: general Titles: – TitleFull: Exploring the use and delivery of school-based mindfulness programmes for young children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Holt, Stephanie – PersonEntity: Name: NameFull: Atkinson, Cathy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 39 – Type: issue Value: 3 Titles: – TitleFull: Educational & Child Psychology Type: main |
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