Developing Mindfulness in Children through Participation in Music Activities

Autor/inn/en	Auerbach, Christina; Delport, Aletta C.
Titel	Developing Mindfulness in Children through Participation in Music Activities
Quelle	In: South African Journal of Childhood Education, 8 (2018) 1, Artikel 519 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Metacognition; Poverty; Slums; Music Education; Music Activities; Foreign Countries; Well Being; Spiritual Development; Informal Education; Teaching Methods; Acoustics; Listening Skills; Self Concept; After School Programs; South Africa + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Armut; Slum; Musikerziehung; Musikalische Aktion; Ausland; Well-being; Wellness; Wohlbefinden; Informelle Bildung; Nichtformale Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Akustik; Selbstkonzept; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The vast majority of young South African children grow up in socially- and economically-challenging settings. These impeding conditions hamper their intellectual growth and affect their physical, mental, emotional and spiritual well-being. Increasingly, mindfulness is being recognised as a means to enhance holistic well-being of children. Likewise, music is widely acknowledged for its potential contribution to the holistic development of children. In this article, we reflect on a non-formal music programme, implemented on a weekly basis over a period of 10 months, at an aftercare facility in an impoverished township area in South Africa. Our aim was to develop, through the children's active participation in music activities, some aspects of mindfulness. Data were generated through personal observations, field notes and semi-structured interviews. Two salient themes emerged, namely, enhanced awareness of self and others, and improved listening and attention skills. These are key aspects of mindfulness. We subsequently argue that aspects of mindfulness in young children can be developed through focused activities centred on music and sound. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01