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

Abstract

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.

Keywords

• minfulness
• school based mindfulness
• early childhood education

References

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