Contemplative practices in the Reception classroom: the perceptions of seven pupils on a series of PSHE inputs
Sarah Foster
(PGCE Early Primary, 2014-2015)
email: tcrnslf@ucl.ac.uk
Abstract
Improved 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)
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The full paper is available for download as a pdf file: 206-239-fosters
Citation: Foster, S.(2016) 'Contemplative practices in the Reception classroom: the perceptions of seven pupils on a series of PSHE inputs ' Journal of Trainee Teacher Educational Research, Volume 7 pp 206-239. https://doi.org/10.17863/CAM.86187
.