Contemplation in the Classroom: a New Direction for Improving Childhood Education

Shauna L. Shapiro, Kristen E. Lyons, Richard C. Miller, Britta Butler, Cassandra Vieten, Philip David Zelazo

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

Abstract

Research with adults suggests that contemplative practices such as meditation and yoga impart a variety of benefits, from improved attention to reduced stress. Increasingly, these practices are being adapted for use with children and introduced into childhood education in order to foster the development of key self-regulation skills required for academic achievement and emotional well-being. This article reviews empirical evidence that supports the introduction of contemplative practices into childhood education. Directions for future research are discussed.

Original languageEnglish (US)
JournalEducational Psychology Review
Volume27
Issue number1
DOIs
StatePublished - Mar 2014

Keywords

  • Attention training
  • Learning
  • Mindfulness
  • Self-regulation
  • Yoga

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