Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2020, Cilt: 4 Sayı: 8, 122 - 137, 05.10.2020

Funda Eda Tonga Feyza Tantekin Erden

https://doi.org/10.31458/iejes.683563
Cited By: 3

Öz

Kaynakça

  • Albrecht, N., Albrecht, P., & Cohen, M., (2012). Mindfully teaching in the classroom: A literature review, Australian Journal of Teacher Education, 37(12), 1-14.
  • 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.
  • Bogels, S. M., & Restifo, K. (2014). Mindful parenting: a guide for mental health practitioners. New York: Springer.
  • Buchanan, T. K. (2017). Mindfulness and meditation in education. Young Children. 69- 74.
  • Capel, C. M. (2012). Mindlessness/mindfulness, classroom practices and quality of early childhood education. International Journal of Quality & Reliability Management, 29(6), 666-680.
  • Carmody, J., & Baer, R. A. (2008). Relationships between mindfulness practice and levels of mindfulness, medical and psychological symptoms and well-being in a mindfulness- based stress reduction program. Journal of Behavioral Medicine, 31, 23–33.
  • Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15(5), 593-600.
  • Corcoran, K. M., Farb, N., Anderson, A., & Segal, Z. V. (2010). Mindfulness and emotion regulation: Outcomes and possible mediating mechanisms. In A. M. Kring & D.M. Sloan (Eds.), Emotion regulation and psychopathology: A transdiagnositc approach to etiology and treatment (pp. 339–355). New York: Guilford Press.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Davis, D. M., & Hayes, J. A. (2011). What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy, 48(2), 198-208. doi:10.1037/a0022062
  • Devcich, D. A., Rix, G., Bernay, R., & Graham, E., (2017) Effectiveness of a mindfulness- based program on school children's self-reported well-being: A pilot study comparing effects with an emotional literacy program, Journal of Applied School Psychology, 33(4), 309-330.
  • 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. Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27(2), 109-132. doi:10.1257/jep.27.2.109
  • Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting pro-social behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51.
  • Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-¬based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83.
  • Hartigan, B. F. (2017). Mindfulness in teacher education: A constructivist approach to stress reduction for teacher candidates and their students. Childhood Education, 93(2), 153-158.
  • Hoge, E. A., Bui, E., Marques, L., Metcalf, C. A., Morris, L. K., Robinaugh, D. J., …Simon, N. M. (2013). Randomized controlled trial of mindfulness meditation for generalized anxiety disorder: effects on anxiety and stress reactivity. The Journal of Clinical Psychiatry, 74(8), 786–792.
  • 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
  • Illingworth, M. (2012). Education in the age of the information superhighway: An investigation into initial teacher training in Canada. Canadian Journal of Education, 35(3), 180–193.
  • Jennings, P. A. (2014). Early childhood teachers’ well-being, mindfulness, and self- compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732-743. doi:10.1007/s12671-014-0312-4
  • Jennings, P.A. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. New York: W.W. Norton.
  • Kabat-Zinn, J. (1990). Full catastrophe living: using the wisdom of your body and mind to face stress, pain and illness. New York: Delacorte.
  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10,144-156.doi: 10.1093/clipsy/bpg016
  • Kayange, J. J., & Msiska, M. (2016). Teacher education in China: Training teachers for the 21stcentury. The Online Journal of New Horizons in Education, 6(4), 204- 210.
  • Lu, S., Huang, C., & Rios, J. (2017). Mindfulness and academic performance: An example of migrant children in China. Children and Youth Services Review, 82, 53-59.
  • Lutz, A., Slagter, H. A., Rawlings, N. B., Francis, A. D., Greischar, L. L., & Davidson, R. J. (2009). Mental training enhances attentional stability: Neural and behavioral evidence. The Journal of Neuroscience, 29, 13418–13427.
  • Mazza-Davies, L. (2015). Mindfulness in the classroom: An exploration of teachers’ perceptions of well-being in relation to mindfulness-based classroom practices (Unpublished master's thesis). University of Waikato.
  • McCallum, F., & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 19-34.
  • 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. doi:10.1007/s12671-012-0094-5
  • Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Fransisco: Jon Willey& Sons.
  • Miyahara, M., Harada, T., Tanaka, S., Fukuhara, H., Kano, T., Ono, T., & Sadato, N. (2017). Mindfulness meditation for future early childhood teachers in Japan. Teaching and Teacher Education, 65, 136-144. doi:10.1016/j.tate.2017.03.007
  • Moore, A., & Malinowski, P. (2009). Meditation, mindfulness and cognitive flexibility. Consciousness and Cognition, 18, 176-186. doi:10.1016/j.concog.2008.12.008
  • Orakçı, S. (2015). An analysis of teacher education systems of Shangai, Hong Kong,Singapore, Japan and South Korea. Asian Journal of Instruction, 3 (2), 26- 43.
  • Pholphirul, P. (2016). Pre-primary education and long-term education performance: Evidence from Programme for International Student Assessment (PISA) Thailand. Journal of Early Childhood Research, 15(4), 410-432. doi:10.1177/1476718x15616834
  • Roemer, L., Williston, S. K., & Rollins, L. G. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology, 3, 52–57.
  • Ryan, T. G. (2016). The pre-service educator as action researcher and leader. Action Researcher in Education, 7, 1–13.
  • Saltzman, A., & Goldin, P. (2008). Mindfulness-based stress reduction for school-age children. In L.A. Greco, & S.C. Hayes, (Eds.). Acceptance and mindfulness treatments for children and adolescents. A practitioner’s guide. (139-161). Oakland, CA: Context Press / New Harbinger.
  • Sedlmeier, P., Eberth, J., Schwarz, M., Zimmermann, D., Haarig, F., Jaeger, S., & Kunze,S. (2012). The psychological effects of meditation: A meta- analysis. Psychological Bulletin, 138(6), 1139.
  • Segal, Z.V., Teasdale, J. D., & Williams, J.M. (2013). Mindfulness-based cognitive therapy for depression: a new approach to preventing relapse. New York: Guilford Press.
  • Treadway, M. T., & Lazar, S.W. (2009). The neurobiology of mindfulness. In F. Didonna, (Ed.) Clinical handbook of mindfulness. (pp. 46-95). New York, NY: Springer.
  • Whitehead, A. (2011). Mindfulness in early childhood education. Early Education, 49, 21-24.

Mindfulness: Views of Turkish Pre- Service Early Childhood Teachers

Yıl 2020, Cilt: 4 Sayı: 8, 122 - 137, 05.10.2020

Funda Eda Tonga Feyza Tantekin Erden

https://doi.org/10.31458/iejes.683563
Cited By: 3

Öz

The present study investigates the views of 21 pre- service early childhood teachers regarding mindfulness and its practice in early childhood settings. The participants were senior students attending early childhood education programs in Ankara, Turkey. Data were gathered through semi-structured interviews. Students expressed positive views on mindfulness, such as the early childhood teacher being more able to focus on current activities, being more aware of themselves, and in control of negative emotions. Reservations included the practice requiring a long process, the risk of teachers becoming nonjudgmental, or insufficiently aware of events in the past or the future. Overall, participants agreed that mindfulness can be readily applied in education and is useful for reaching teachable moments. They also felt that mindfulness practices in the classroom would have a positive impact on children in terms of their future lives, their cognitive development and social-emotional development. Teachers and parents would also benefit personally and professionally, and their family relations would improve. All of the participants in the study indicated that they would like to practice mindfulness in the classroom. However, many had hesitations which were related to implementation and teachers’ efficacy.

Anahtar Kelimeler

early childhood education mindfulness pre-service early childhood teachers teacher views

Kaynakça

  • Albrecht, N., Albrecht, P., & Cohen, M., (2012). Mindfully teaching in the classroom: A literature review, Australian Journal of Teacher Education, 37(12), 1-14.
  • 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.
  • Bogels, S. M., & Restifo, K. (2014). Mindful parenting: a guide for mental health practitioners. New York: Springer.
  • Buchanan, T. K. (2017). Mindfulness and meditation in education. Young Children. 69- 74.
  • Capel, C. M. (2012). Mindlessness/mindfulness, classroom practices and quality of early childhood education. International Journal of Quality & Reliability Management, 29(6), 666-680.
  • Carmody, J., & Baer, R. A. (2008). Relationships between mindfulness practice and levels of mindfulness, medical and psychological symptoms and well-being in a mindfulness- based stress reduction program. Journal of Behavioral Medicine, 31, 23–33.
  • Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15(5), 593-600.
  • Corcoran, K. M., Farb, N., Anderson, A., & Segal, Z. V. (2010). Mindfulness and emotion regulation: Outcomes and possible mediating mechanisms. In A. M. Kring & D.M. Sloan (Eds.), Emotion regulation and psychopathology: A transdiagnositc approach to etiology and treatment (pp. 339–355). New York: Guilford Press.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Davis, D. M., & Hayes, J. A. (2011). What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy, 48(2), 198-208. doi:10.1037/a0022062
  • Devcich, D. A., Rix, G., Bernay, R., & Graham, E., (2017) Effectiveness of a mindfulness- based program on school children's self-reported well-being: A pilot study comparing effects with an emotional literacy program, Journal of Applied School Psychology, 33(4), 309-330.
  • 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. Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27(2), 109-132. doi:10.1257/jep.27.2.109
  • Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting pro-social behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51.
  • Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-¬based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83.
  • Hartigan, B. F. (2017). Mindfulness in teacher education: A constructivist approach to stress reduction for teacher candidates and their students. Childhood Education, 93(2), 153-158.
  • Hoge, E. A., Bui, E., Marques, L., Metcalf, C. A., Morris, L. K., Robinaugh, D. J., …Simon, N. M. (2013). Randomized controlled trial of mindfulness meditation for generalized anxiety disorder: effects on anxiety and stress reactivity. The Journal of Clinical Psychiatry, 74(8), 786–792.
  • 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
  • Illingworth, M. (2012). Education in the age of the information superhighway: An investigation into initial teacher training in Canada. Canadian Journal of Education, 35(3), 180–193.
  • Jennings, P. A. (2014). Early childhood teachers’ well-being, mindfulness, and self- compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732-743. doi:10.1007/s12671-014-0312-4
  • Jennings, P.A. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. New York: W.W. Norton.
  • Kabat-Zinn, J. (1990). Full catastrophe living: using the wisdom of your body and mind to face stress, pain and illness. New York: Delacorte.
  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10,144-156.doi: 10.1093/clipsy/bpg016
  • Kayange, J. J., & Msiska, M. (2016). Teacher education in China: Training teachers for the 21stcentury. The Online Journal of New Horizons in Education, 6(4), 204- 210.
  • Lu, S., Huang, C., & Rios, J. (2017). Mindfulness and academic performance: An example of migrant children in China. Children and Youth Services Review, 82, 53-59.
  • Lutz, A., Slagter, H. A., Rawlings, N. B., Francis, A. D., Greischar, L. L., & Davidson, R. J. (2009). Mental training enhances attentional stability: Neural and behavioral evidence. The Journal of Neuroscience, 29, 13418–13427.
  • Mazza-Davies, L. (2015). Mindfulness in the classroom: An exploration of teachers’ perceptions of well-being in relation to mindfulness-based classroom practices (Unpublished master's thesis). University of Waikato.
  • McCallum, F., & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 19-34.
  • 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. doi:10.1007/s12671-012-0094-5
  • Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Fransisco: Jon Willey& Sons.
  • Miyahara, M., Harada, T., Tanaka, S., Fukuhara, H., Kano, T., Ono, T., & Sadato, N. (2017). Mindfulness meditation for future early childhood teachers in Japan. Teaching and Teacher Education, 65, 136-144. doi:10.1016/j.tate.2017.03.007
  • Moore, A., & Malinowski, P. (2009). Meditation, mindfulness and cognitive flexibility. Consciousness and Cognition, 18, 176-186. doi:10.1016/j.concog.2008.12.008
  • Orakçı, S. (2015). An analysis of teacher education systems of Shangai, Hong Kong,Singapore, Japan and South Korea. Asian Journal of Instruction, 3 (2), 26- 43.
  • Pholphirul, P. (2016). Pre-primary education and long-term education performance: Evidence from Programme for International Student Assessment (PISA) Thailand. Journal of Early Childhood Research, 15(4), 410-432. doi:10.1177/1476718x15616834
  • Roemer, L., Williston, S. K., & Rollins, L. G. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology, 3, 52–57.
  • Ryan, T. G. (2016). The pre-service educator as action researcher and leader. Action Researcher in Education, 7, 1–13.
  • Saltzman, A., & Goldin, P. (2008). Mindfulness-based stress reduction for school-age children. In L.A. Greco, & S.C. Hayes, (Eds.). Acceptance and mindfulness treatments for children and adolescents. A practitioner’s guide. (139-161). Oakland, CA: Context Press / New Harbinger.
  • Sedlmeier, P., Eberth, J., Schwarz, M., Zimmermann, D., Haarig, F., Jaeger, S., & Kunze,S. (2012). The psychological effects of meditation: A meta- analysis. Psychological Bulletin, 138(6), 1139.
  • Segal, Z.V., Teasdale, J. D., & Williams, J.M. (2013). Mindfulness-based cognitive therapy for depression: a new approach to preventing relapse. New York: Guilford Press.
  • Treadway, M. T., & Lazar, S.W. (2009). The neurobiology of mindfulness. In F. Didonna, (Ed.) Clinical handbook of mindfulness. (pp. 46-95). New York, NY: Springer.
  • Whitehead, A. (2011). Mindfulness in early childhood education. Early Education, 49, 21-24.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Funda Eda Tonga 0000-0003-3350-9228

Feyza Tantekin Erden 0000-0001-6060-1877

Yayımlanma Tarihi 5 Ekim 2020
Gönderilme Tarihi 3 Şubat 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 4 Sayı: 8

Kaynak Göster

APA Tonga, F. E., & Tantekin Erden, F. (2020). Mindfulness: Views of Turkish Pre- Service Early Childhood Teachers. International E-Journal of Educational Studies, 4(8), 122-137. https://doi.org/10.31458/iejes.683563

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