Araştırma Makalesi
BibTex RIS Kaynak Göster

Examination of Teachers' Views on School-Based Mindfulness in Early Childhood

Yıl 2025, Cilt: 14 Sayı: 2, 546 - 558, 30.04.2025

Mihriban Özcan , Adalet Kandır

Öz

This study aims to examine preschool teachers' views on school-based mindfulness activities. The research design has a phenomenology pattern, one of the qualitative research patterns. The researchers determined the study group of the research by snowball sampling method and 21 preschool teachers formed the study group of the research. Moreover, the researchers used "School-Based Mindfulness Interview Form" as the data collection tool in the study. Additionally, the researchers analyzed the obtained data by content analysis method. As a result, the research concluded that teachers' own learning processes were not satisfactory to plan school-based mindfulness trainings. In addition, the vast majority of teachers stated that they included activities related to understanding and expressing emotions every day. Teachers also included activity planning, the learning process, and daily routines in relation to both understanding and expressing emotions and attention and focus. They stated that children acquired more social skills with school-based mindfulness trainings.

Anahtar Kelimeler

minfulness school based mindfulness early childhood education

Etik Beyan

I declare that I comply with ethical principles. Ethics committee approval certificate was obtained from Gazi University Ethics Committee (decision numbered E-77082166-302.08.01-628331 dated 05.04.2023) for the research.

Kaynakça

  • Albrecht, Nicole J., Patricia M. Albrecht, and Marc Cohen. (2012). "Mindfully Teaching in the Classroom: A Literature Review." Australian Journal of Teacher Education 37(12): 1- 14. https://doi.org/10.14221/ajte.2012v37n12.2
  • Andreu, C. I., García‐Rubio, C., Melcón, M., Schonert‐Reichl, K. A., & Albert, J. (2023). The effectiveness of a school mindfulness‐based intervention on the neural correlates of inhibitory control in children at risk: A randomized control trial. Developmental Science, 26(6), https://doi.org/10.1111/desc.13403
  • Bazzano, A. N., Sun, Y., Zu, Y., Fleckman, J. M., Blackson, E. A., Patel, T., ... & Roi, C. (2023). Yoga and mindfulness for social-emotional development and resilience in 3–5 year-old children: Non-randomized, controlled intervention. Psychology Research and Behavior Management, 109-118. 10.2147/PRBM.S385413
  • Birnie, K., Speca, M., & Carlson, L. E. (2010). Exploring self-compassion and empathy in the context of mindfulness-based stress reduction (MBSR). Stress and Health, 26(5), 359-371. https://doi.org/10.1002/smi.1305
  • Black, David S., Joe Milman, and Steve Sussman. (2009). "Sitting-meditation Interventions Among Youth: A Review of Treatment Efficacy." Pediatrics, 124, 532-541. doi: 10.1542/peds.2008-3434. https://doi.org/10.1542/peds.2008-3434
  • Bockmann, J. O., & Yu, S. Y. (2023). Using mindfulness-based interventions to support self-regulation in young children: A review of the literature. Early childhood education journal, 51(4), 693-703. https://doi.org/10.1007/s10643-022-01333-2
  • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological wellbeing. Journal of Personality and Social Psychology, 84, 822-848. doi:10.1037/0022-3514.84.4.822. https://doi.org/10.1037/0022-3514.84.4.822
  • Büyüktaşkapu, S., Çeliköz, N., & Akman, B. (2012). The effect of constructivist science education program on scientific process skills of 6-year-old children. Education and Science, 37(165).
  • Claessens, A., & Dowsett, C. (2014). Growth and change in attention problems, disruptive behavior, and achievement from kindergarten to fifth grade. Psychological Science, 25, 2241-2251. https://doi.org/10.1177/0956797614554265
  • Culotta, E. (2021). Using Mindfulness Practices to Increase Self-Regulation in Pre-Kindergarten and Kindergarten-Aged Children. LSU Master's Theses. 5257.https://digitalcommons.lsu.edu/gradschool_theses/5257.
  • Creswell. (2017). What are mixed methods? In, Introduction to mixed methods research. Pegem Academy.
  • Donald, J. N., Atkins, P. W., Parker, P. D., Christie, A. M., & Ryan, R. M. (2016). Daily stress and the benefits of mindfulness: Examining the daily and longitudinal relations between present- moment awareness and stress responses. Journal of Research in Personality, 65, 30-37. https://doi.org/10.1016/j.jrp.2016.09.002
  • Duff, C. (2024). The Implementation of mindfulness in early childhood: diversity in the uses and functions of mindfulness and what this may mean for children's well‐being. Mind, Brain, and Education, 18(2), 187-199.
  • Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27(2), 109-32. https://doi.org/10.1257/jep.27.2.109
  • Erten, C., & Güneş, G. (2024). Social behaviour changes via mindfulness practices in early childhood. Children and Youth Services Review, 158, 107452.
  • Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., ... & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70-95. https://doi.org/10.1080/15377900903379125
  • Galvez Tan, L. J. T., & Alampay, L. P. (2021). Exploring moderators of intervention effects of a mindfulness program for Filipino children. International Journal of School & Educational Psychology, 1-15. https://doi.org/10.1080/21683603.2020.1856741
  • Guenther, C. H., Stephens, R. L., Ratliff, M. L., & Short, S. J. (2021). Parent-Child Mindfulness-Based Training: A Feasibility and Acceptability Study. Journal of evidence-based integrative medicine, 26. https://doi.org/10.1177/2515690X211002145
  • Gürleyik, S., & Kahraman, Ö. G. (2018). Investigation of the Relationship Between Theory of Mind and Peer Relations in Preschool Children. Hacettepe University Journal of Education, 1-15. https://doi.org/10.16986/HUJE.2019055015
  • Güven, Y., Ayvaz, E., & Göktaş, İ. (2019). Investigating the relationship between theory of mind and social problem solving skills of preschool children. Journal of Early Childhood Studies, 3(1), 76-97. https://doi.org/10.24130/eccd-jecs.1967201931130
  • Hatton-Bowers, H., Clark, C., Parra, G., Calvi, J., Bird, M. Y., Avari, P., ... & Smith, J. (2023). Promising findings that the cultivating healthy intentional mindful educators’ program (CHIME) strengthens early childhood teachers’ emotional resources: An iterative study. Early Childhood Education Journal, 51(7), 1291-1304.
  • Hooker, K., & Fodor, I. (2008) Teaching mindfulness to children. Gestalt Review,12(1), 75 91. Retrieved from http://www.gisc.org/gestaltreview/documents/TeachingMindfulnessto Children.pdf. https://doi.org/10.5325/gestaltreview.12.1.0075
  • Işık, E. (2020). Investigation of the effects of conscious awareness family training program on parents' conscious awareness, competence areas, communication levels and children's behavioral problems. PhD Thesis, Hacettepe University, Institute of Health Sciences, Ankara.
  • Jennings, P. A. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. New York: W.W. Norton. https://doi.org/10.1007/s12671-014-0312-4
  • Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035
  • Kenwright, D., McLaughlin, T., & Hansen, S. (2023). Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour. International Journal of Inclusive Education, 27(6), 739-754. 10.1080/13603116.2020.1867382
  • Kerlinger, F. N., & Lee, H. B. (1999). Foundations of behavioral research. Harcourt College Publishers.
  • King, L. M., Lewis, C., Ritchie, D. M., Carr, C., & Hart, M. W. (2021). Implementation of a teacher‐led mindfulness program in a low‐income pre‐and early‐elementary school as part of a trauma‐responsive, resilience‐building community initiative. Journal of Community Psychology. 49(6), 1943-1964. https://doi.org/10.1002/jcop.22557
  • Knothe, M., & Flores Martí I. (2018). Mindfulness in physical education. Journal of Physical Education, Recreation & Dance. 89(8), 35-40. https://doi.org/10.1080/07303084.2018.1503120
  • Kuzujanakis, M. (2021). Anxiety in today’s children and young adults. Gifted Education International, 37(1), 54-66. https://doi.org/10.1177/0261429420934445
  • Lertladaluck, K., Suppalarkbunlue, W., Moriguchi, Y., & Chutabhakdikul, N. (2021). School-Based Mindfulness Intervention Improves Executive Functions and Self-Regulation in Preschoolers at Risk. The Journal of Behavioral Science, 16(2), 58-72. Retrieved from https://so06.tci-thaijo.org/index.php/IJBS/article/view/249238
  • Lo, H. H. M. (2024). Mindfulness for children, adolescents, and families: Integrating research into practice. Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-031-51943-7
  • Lutz, A., Slagter, H., Rawling, N., Francis, A., Greischar, L. L., & Davidson, R. J. (2009). Mental training enhances attentional stability: Neural and behavioral evidence. Journal of Neuroscience, 29, 13418–13427. https://doi.org/10.1523/JNEUROSCI.1614-09.2009
  • Maynard, B. R., Solis, M., Miller, V., & Brendel, K. E. (2017). Mindfulness-Based Interventions for Improving Cognition, Academic Achievement, Behavior and Socio-Emotional Functioning of Primary and Secondary Students. The Campbell Collaboration. https://doi.org/10.4073/CSR.2017.5
  • McCallum, F., & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 19-34. https://doi.org/10.21913/JSW.v4i1.599
  • McCann, V. (2021). The ınfluence of a mindfulness-based curriculum on executive function in four-year-olds. Honors Theses. https://egrove.olemiss.edu/hon_thesis/1864
  • Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., & Saltzman, A. (2012). Integrating mindfulness training into k-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307. https://doi.org/10.1007/s12671-012-0094-5
  • Merriam, S. B. (2013). Qualitative research: A guide to design and implementation (Translation from the 3rd ed., Translation Editor: S. Turan). Nobel Publishing Distribution.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd Edition). Thousand Oaks, CA: SAGE Publications, Inc.
  • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693–2698. https://doi.org/10.1073/pnas.1010076108
  • Roberts, L., & Montgomery, S. (2016). Mindfulness-based intervention for perinatal grief education and reduction among poor women in Chhattisgarh, India: a pilot study. Interdisciplinary journal of best practices in global development, 2(1), 1.
  • Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The Attention Academy. Journal of Applied School Psychology, 21, 99–125 https://doi.org/10.1300/J370v21n01_05.
  • Nolan, B. T. (2023). The Perceptions of Teachers Regarding Mindfulness Training as a Means to Foster Growth and Academic Success in the Classroom (Doctoral dissertation, Long Island University, CW Post Center).
  • Patton, M. Q. (2005). Qualitative research and evaluation methods (M. Bütün & S. B. Demir, Trans. Ed.) Pegem Academy
  • Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral selfregulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605–619. https://doi.org/10.1037/a0015365
  • Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137-151. https://doi.org/10.1007/s12671-010-0011-8
  • Shlomov, I., Levit‐Binnun, N., & Horowitz‐Kraus, T. (2023). Neurodevelopmental Effects of a Mindfulness and Kindness Curriculum on Executive Functions in Preschool Children—A Randomized, Active‐Controlled Study. Mind, Brain, and Education, 17(2), 132-148. https://doi.org/10.1111/mbe.12348
  • Sibinga, E. M., Perry-Parrish, C., Chung, S. E., Johnson, S. B., Smith, M., & Ellen, J. M. (2013). School-based mindfulness instruction for urban male youth: A small randomized controlled trial. Preventive Medicine, 57, 799– 801. https://doi.org/10.1016/j.ypmed.2013.08.027
  • Thierry, K. L., Bryant, H. L., Nobles, S. S., & Norris, K. S. (2016). Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance. Early Education and Development, 27(6), 805-821. https://doi.org/10.1080/10409289.2016.1141616
  • Thera, N. (2001). The power of mindfulness. Wheel Publications.
  • Tonga, F. E. (2019). Okul öncesi öğretmen adayşarının bilinçli farkındalık düzeyerinin incelenmesi. Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Uygun, E. G., & Erus, S. M. (2024). The mediating roles of mindfulness in marriage and mindfulness in parenting in the relationship between parents’ dispositional mindfulness and emotion regulation of their children. Applied Research in Quality of Life, 19(3), 1075-1096.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in social sciences (9th Edition). Seçkin Publishing.
  • Zenner, C., Hermleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools – a systematic review and meta-analysis. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00603
  • Whitehead, A. (2011). Mindfulness in early childhood education. Early Education, 49, 21-24.

Yıl 2025, Cilt: 14 Sayı: 2, 546 - 558, 30.04.2025

Mihriban Özcan , Adalet Kandır

Öz

Kaynakça

  • Albrecht, Nicole J., Patricia M. Albrecht, and Marc Cohen. (2012). "Mindfully Teaching in the Classroom: A Literature Review." Australian Journal of Teacher Education 37(12): 1- 14. https://doi.org/10.14221/ajte.2012v37n12.2
  • Andreu, C. I., García‐Rubio, C., Melcón, M., Schonert‐Reichl, K. A., & Albert, J. (2023). The effectiveness of a school mindfulness‐based intervention on the neural correlates of inhibitory control in children at risk: A randomized control trial. Developmental Science, 26(6), https://doi.org/10.1111/desc.13403
  • Bazzano, A. N., Sun, Y., Zu, Y., Fleckman, J. M., Blackson, E. A., Patel, T., ... & Roi, C. (2023). Yoga and mindfulness for social-emotional development and resilience in 3–5 year-old children: Non-randomized, controlled intervention. Psychology Research and Behavior Management, 109-118. 10.2147/PRBM.S385413
  • Birnie, K., Speca, M., & Carlson, L. E. (2010). Exploring self-compassion and empathy in the context of mindfulness-based stress reduction (MBSR). Stress and Health, 26(5), 359-371. https://doi.org/10.1002/smi.1305
  • Black, David S., Joe Milman, and Steve Sussman. (2009). "Sitting-meditation Interventions Among Youth: A Review of Treatment Efficacy." Pediatrics, 124, 532-541. doi: 10.1542/peds.2008-3434. https://doi.org/10.1542/peds.2008-3434
  • Bockmann, J. O., & Yu, S. Y. (2023). Using mindfulness-based interventions to support self-regulation in young children: A review of the literature. Early childhood education journal, 51(4), 693-703. https://doi.org/10.1007/s10643-022-01333-2
  • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological wellbeing. Journal of Personality and Social Psychology, 84, 822-848. doi:10.1037/0022-3514.84.4.822. https://doi.org/10.1037/0022-3514.84.4.822
  • Büyüktaşkapu, S., Çeliköz, N., & Akman, B. (2012). The effect of constructivist science education program on scientific process skills of 6-year-old children. Education and Science, 37(165).
  • Claessens, A., & Dowsett, C. (2014). Growth and change in attention problems, disruptive behavior, and achievement from kindergarten to fifth grade. Psychological Science, 25, 2241-2251. https://doi.org/10.1177/0956797614554265
  • Culotta, E. (2021). Using Mindfulness Practices to Increase Self-Regulation in Pre-Kindergarten and Kindergarten-Aged Children. LSU Master's Theses. 5257.https://digitalcommons.lsu.edu/gradschool_theses/5257.
  • Creswell. (2017). What are mixed methods? In, Introduction to mixed methods research. Pegem Academy.
  • Donald, J. N., Atkins, P. W., Parker, P. D., Christie, A. M., & Ryan, R. M. (2016). Daily stress and the benefits of mindfulness: Examining the daily and longitudinal relations between present- moment awareness and stress responses. Journal of Research in Personality, 65, 30-37. https://doi.org/10.1016/j.jrp.2016.09.002
  • Duff, C. (2024). The Implementation of mindfulness in early childhood: diversity in the uses and functions of mindfulness and what this may mean for children's well‐being. Mind, Brain, and Education, 18(2), 187-199.
  • Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27(2), 109-32. https://doi.org/10.1257/jep.27.2.109
  • Erten, C., & Güneş, G. (2024). Social behaviour changes via mindfulness practices in early childhood. Children and Youth Services Review, 158, 107452.
  • Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., ... & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70-95. https://doi.org/10.1080/15377900903379125
  • Galvez Tan, L. J. T., & Alampay, L. P. (2021). Exploring moderators of intervention effects of a mindfulness program for Filipino children. International Journal of School & Educational Psychology, 1-15. https://doi.org/10.1080/21683603.2020.1856741
  • Guenther, C. H., Stephens, R. L., Ratliff, M. L., & Short, S. J. (2021). Parent-Child Mindfulness-Based Training: A Feasibility and Acceptability Study. Journal of evidence-based integrative medicine, 26. https://doi.org/10.1177/2515690X211002145
  • Gürleyik, S., & Kahraman, Ö. G. (2018). Investigation of the Relationship Between Theory of Mind and Peer Relations in Preschool Children. Hacettepe University Journal of Education, 1-15. https://doi.org/10.16986/HUJE.2019055015
  • Güven, Y., Ayvaz, E., & Göktaş, İ. (2019). Investigating the relationship between theory of mind and social problem solving skills of preschool children. Journal of Early Childhood Studies, 3(1), 76-97. https://doi.org/10.24130/eccd-jecs.1967201931130
  • Hatton-Bowers, H., Clark, C., Parra, G., Calvi, J., Bird, M. Y., Avari, P., ... & Smith, J. (2023). Promising findings that the cultivating healthy intentional mindful educators’ program (CHIME) strengthens early childhood teachers’ emotional resources: An iterative study. Early Childhood Education Journal, 51(7), 1291-1304.
  • Hooker, K., & Fodor, I. (2008) Teaching mindfulness to children. Gestalt Review,12(1), 75 91. Retrieved from http://www.gisc.org/gestaltreview/documents/TeachingMindfulnessto Children.pdf. https://doi.org/10.5325/gestaltreview.12.1.0075
  • Işık, E. (2020). Investigation of the effects of conscious awareness family training program on parents' conscious awareness, competence areas, communication levels and children's behavioral problems. PhD Thesis, Hacettepe University, Institute of Health Sciences, Ankara.
  • Jennings, P. A. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. New York: W.W. Norton. https://doi.org/10.1007/s12671-014-0312-4
  • Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035
  • Kenwright, D., McLaughlin, T., & Hansen, S. (2023). Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour. International Journal of Inclusive Education, 27(6), 739-754. 10.1080/13603116.2020.1867382
  • Kerlinger, F. N., & Lee, H. B. (1999). Foundations of behavioral research. Harcourt College Publishers.
  • King, L. M., Lewis, C., Ritchie, D. M., Carr, C., & Hart, M. W. (2021). Implementation of a teacher‐led mindfulness program in a low‐income pre‐and early‐elementary school as part of a trauma‐responsive, resilience‐building community initiative. Journal of Community Psychology. 49(6), 1943-1964. https://doi.org/10.1002/jcop.22557
  • Knothe, M., & Flores Martí I. (2018). Mindfulness in physical education. Journal of Physical Education, Recreation & Dance. 89(8), 35-40. https://doi.org/10.1080/07303084.2018.1503120
  • Kuzujanakis, M. (2021). Anxiety in today’s children and young adults. Gifted Education International, 37(1), 54-66. https://doi.org/10.1177/0261429420934445
  • Lertladaluck, K., Suppalarkbunlue, W., Moriguchi, Y., & Chutabhakdikul, N. (2021). School-Based Mindfulness Intervention Improves Executive Functions and Self-Regulation in Preschoolers at Risk. The Journal of Behavioral Science, 16(2), 58-72. Retrieved from https://so06.tci-thaijo.org/index.php/IJBS/article/view/249238
  • Lo, H. H. M. (2024). Mindfulness for children, adolescents, and families: Integrating research into practice. Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-031-51943-7
  • Lutz, A., Slagter, H., Rawling, N., Francis, A., Greischar, L. L., & Davidson, R. J. (2009). Mental training enhances attentional stability: Neural and behavioral evidence. Journal of Neuroscience, 29, 13418–13427. https://doi.org/10.1523/JNEUROSCI.1614-09.2009
  • Maynard, B. R., Solis, M., Miller, V., & Brendel, K. E. (2017). Mindfulness-Based Interventions for Improving Cognition, Academic Achievement, Behavior and Socio-Emotional Functioning of Primary and Secondary Students. The Campbell Collaboration. https://doi.org/10.4073/CSR.2017.5
  • McCallum, F., & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 19-34. https://doi.org/10.21913/JSW.v4i1.599
  • McCann, V. (2021). The ınfluence of a mindfulness-based curriculum on executive function in four-year-olds. Honors Theses. https://egrove.olemiss.edu/hon_thesis/1864
  • Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., & Saltzman, A. (2012). Integrating mindfulness training into k-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307. https://doi.org/10.1007/s12671-012-0094-5
  • Merriam, S. B. (2013). Qualitative research: A guide to design and implementation (Translation from the 3rd ed., Translation Editor: S. Turan). Nobel Publishing Distribution.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd Edition). Thousand Oaks, CA: SAGE Publications, Inc.
  • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693–2698. https://doi.org/10.1073/pnas.1010076108
  • Roberts, L., & Montgomery, S. (2016). Mindfulness-based intervention for perinatal grief education and reduction among poor women in Chhattisgarh, India: a pilot study. Interdisciplinary journal of best practices in global development, 2(1), 1.
  • Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The Attention Academy. Journal of Applied School Psychology, 21, 99–125 https://doi.org/10.1300/J370v21n01_05.
  • Nolan, B. T. (2023). The Perceptions of Teachers Regarding Mindfulness Training as a Means to Foster Growth and Academic Success in the Classroom (Doctoral dissertation, Long Island University, CW Post Center).
  • Patton, M. Q. (2005). Qualitative research and evaluation methods (M. Bütün & S. B. Demir, Trans. Ed.) Pegem Academy
  • Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral selfregulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605–619. https://doi.org/10.1037/a0015365
  • Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137-151. https://doi.org/10.1007/s12671-010-0011-8
  • Shlomov, I., Levit‐Binnun, N., & Horowitz‐Kraus, T. (2023). Neurodevelopmental Effects of a Mindfulness and Kindness Curriculum on Executive Functions in Preschool Children—A Randomized, Active‐Controlled Study. Mind, Brain, and Education, 17(2), 132-148. https://doi.org/10.1111/mbe.12348
  • Sibinga, E. M., Perry-Parrish, C., Chung, S. E., Johnson, S. B., Smith, M., & Ellen, J. M. (2013). School-based mindfulness instruction for urban male youth: A small randomized controlled trial. Preventive Medicine, 57, 799– 801. https://doi.org/10.1016/j.ypmed.2013.08.027
  • Thierry, K. L., Bryant, H. L., Nobles, S. S., & Norris, K. S. (2016). Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance. Early Education and Development, 27(6), 805-821. https://doi.org/10.1080/10409289.2016.1141616
  • Thera, N. (2001). The power of mindfulness. Wheel Publications.
  • Tonga, F. E. (2019). Okul öncesi öğretmen adayşarının bilinçli farkındalık düzeyerinin incelenmesi. Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Uygun, E. G., & Erus, S. M. (2024). The mediating roles of mindfulness in marriage and mindfulness in parenting in the relationship between parents’ dispositional mindfulness and emotion regulation of their children. Applied Research in Quality of Life, 19(3), 1075-1096.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in social sciences (9th Edition). Seçkin Publishing.
  • Zenner, C., Hermleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools – a systematic review and meta-analysis. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00603
  • Whitehead, A. (2011). Mindfulness in early childhood education. Early Education, 49, 21-24.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Temel Eğitim (Diğer)
Bölüm Makaleler
Yazarlar

Mihriban Özcan 0000-0001-6109-0132

Adalet Kandır 0000-0002-9917-2587

Erken Görünüm Tarihi 30 Nisan 2025
Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 21 Şubat 2024
Kabul Tarihi 27 Mart 2024
Yayımlandığı Sayı Yıl 2025 Cilt: 14 Sayı: 2

Kaynak Göster

APA Özcan, M., & Kandır, A. (2025). Examination of Teachers’ Views on School-Based Mindfulness in Early Childhood. Bartın University Journal of Faculty of Education, 14(2), 546-558.
 Kapak Resmi İndir

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

88x31.png


Bartın University Journal of Faculty of Education