Shapiro, S.L., Lyons, K.E., Miller, R.C., Vieten, C. et al. (2015) Contemplation in the Classroom: a New Direction for Improving Childhood Education. Educational Psychology Review, 27: 1. https://doi.org/10.1007/s10648-014-9265-3.
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.
