Mindfulness in Early Childhood Education: Supporting Cognitive and Social-Emotional Well-being in Primary Classrooms

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dc.contributor.authorParker, Laura
dc.contributor.supervisorStreelasky, Jodi
dc.date.accessioned2018-01-21T01:30:29Z
dc.date.available2018-01-21T01:30:29Z
dc.date.copyright2018en_US
dc.date.issued2018-01-20
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractAbstract The practice of mindfulness has grown in popularity in contemporary classrooms; however, much remains unknown about the potential impact of mindfulness practices with young learners. This project reviews the existing literature on cognitive functioning and social and emotional well-being in relation to mindfulness practices, and the impact of mindfulness practices in classroom settings. The research to date suggests that mindfulness may offer a unique, holistic approach to meet students’ needs and address recent curriculum changes in British Columbia that prioritize emotional health and personal and social responsibility (British Columbia, Ministry of Education, 2016). Furthermore, current research on mindfulness indicates it effectively supports children’s executive function and emotional regulation, two important factors in future academic and emotional health. This project includes a professional development workshop and PowerPoint for teachers, informed by the research, which offers a clear connection between the benefits of mindfulness and the newly implemented BC curriculum.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/8994
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectMindfulness
dc.subjectEmotional Learning
dc.titleMindfulness in Early Childhood Education: Supporting Cognitive and Social-Emotional Well-being in Primary Classroomsen_US
dc.typeprojecten_US

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