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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)

Copyright: © 2016 . This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)


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

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