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dc.contributor.authorFoster, Sarah
dc.date.accessioned2022-07-05T13:52:53Z
dc.date.available2022-07-05T13:52:53Z
dc.date.issued2016-01-05
dc.identifier.issn2043-8338
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/338780
dc.description.abstractImproved psychological wellbeing has been reported for adults and older children (aged eight to eighteen years) undertaking various programmes of ‘mindfulness’ and ‘contemplative practice’ (e.g. Irving, Dobkin & Park, 2009). This research explores younger children’s views on a series of short breathing exercises that were adapted from Snel, (2014) on Mindfulness- based Cognitive Therapy. Mixed methods - drawings and semi-structured post-input interviews - were used in order to assess the impact of the breathing exercises on a group of (7) children aged between four and five years. Placing perception centre-stage highlighted a range of positive results on these individuals’ affective states. Recurrent themes included: relaxation, happiness, focus and (increased) memory and self-awareness. These findings tentatively support the integration of contemplative practices into early years Personal Social Health and Economic Education (PSHE) programmes, in order to pre-emptively address childhood anxieties that might otherwise negatively impact learning (Grills-Taquechel, Fletcher, Vaughn & Stuebing, 2012).
dc.publisherFaculty of Education
dc.rightsAll Rights Reserved
dc.rights.urihttps://www.rioxx.net/licenses/all-rights-reserved/
dc.subjectPGCE Seconday
dc.subjectEducation
dc.subjectClassroom
dc.subjectModern Foreign Languages
dc.subjectYear 9
dc.subjectSpanish
dc.subjectCLIL
dc.titleContemplative practices in the Reception classroom: the perceptions of seven pupils on a series of PSHE inputs.
dc.typeArticle
prism.endingPage239
prism.publicationNameJournal of Trainee Teacher Educational Research
prism.startingPage206
prism.volume7
dc.identifier.doi10.17863/CAM.86187


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