A Theoretically and Ethically Grounded Approach to Mindfulness Practices in the Primary Grades

Autor/in	Moreno, Amanda J.
Titel	A Theoretically and Ethically Grounded Approach to Mindfulness Practices in the Primary Grades
Quelle	In: Childhood Education, 93 (2017) 2, S.100-108 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2017.1300487
Schlagwörter	Metacognition; Ethics; Elementary School Students; Child Development; Holistic Approach; Self Determination; Equal Education; Perception; Attention Control; Models; Well Being; Urban Schools; Poverty; At Risk Students; Teacher Role; Social Development; Emotional Development; Theories; Program Effectiveness + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ethik; Kindesentwicklung; Holistischer Ansatz; Selbstbestimmung; Wahrnehmung; Aufmerksamkeitstest; Analogiemodell; Well-being; Wellness; Wohlbefinden; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Lehrerrolle; Soziale Entwicklung; Gefühlsbildung; Theory; Theorie
Abstract	As mindfulness practices become more widely implemented in schools, they are attracting both keen interest and strong criticism. It is important that mindfulness-based programs adhere to sound child development principles, be aligned with the neuroscience of stress, be integrated in a holistic manner by teachers throughout the school day, and support the ethical application of "right-minded" values toward increasingly self-determined and equitable classrooms. This article describes the priorities, mechanisms of change, and practical strategies for realizing these ideals in the classroom. The project described is the first to experimentally test the Calm Classroom© (Luster Learning Institute) program, and has also enhanced it for the primary grades in order to evaluate the effectiveness of mindfulness and related practices in supporting students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01