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The Influence of Mindfulness Practices on Anxiety and Self-regulation in Children : = Implications for Early Childhood Education

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Influence of Mindfulness Practices on Anxiety and Self-regulation in Children :/
Reminder of title:	Implications for Early Childhood Education
Author:	Fox Barney, Cynthia L.
Description:	1 online resource (288 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798382823980

The Influence of Mindfulness Practices on Anxiety and Self-regulation in Children : = Implications for Early Childhood Education
Fox Barney, Cynthia L.

The Influence of Mindfulness Practices on Anxiety and Self-regulation in Children :Implications for Early Childhood Education - 1 online resource (288 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--Notre Dame of Maryland University, 2023.

Includes bibliographical references

In our ever-changing society, we as educational leaders need to research and practice initiatives that provide all children with the ability to validate their anxious feelings and offer techniques to intrinsically self-regulate their behavior so that they can fully participate in the social and academic opportunities offered to them. The purpose of this experimental study was to examine the relationship between a six-week mindfulness initiative and its influence on anxiety and self-regulation in early childhood education. The current study includes the process of investigating and incorporating earlier research on anxiety, self-regulation, and mindfulness in the fields of education and neuroscience.Currently, there is a lack of research on the topic of childhood anxiety, its transfer to negative self-regulation, and the influence of mindfulness practices in early childhood education. The ability, therefore, to collect both quantitative and qualitative measurements within the educational span of early childhood is vital for obtaining reliable and valid data. The current research examined the effects of a daily mindfulness initiative with a population of seventy-three children in kindergarten through third grade (ages five to eight years), with changes in stress response measured via individual cortisol and alpha-amylase samples. The results of this study indicate changes in student self-regulation and stress response as measured through the analysis of biomarkers, along with individual student data measured with the Behavior Rating Inventory of Executive Function (BRIEF2) (Gioia, Isquith, Guy & Kenworthy, 2015). The results further support educational initiatives that serve the whole child through an awareness of mindfulness interventions and the ultimate impact on learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382823980Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Alpha-amylaseIndex Terms--Genre/Form:

554714
Electronic books.

The Influence of Mindfulness Practices on Anxiety and Self-regulation in Children : = Implications for Early Childhood Education
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