Yoga and Willful Embodiment: a New Direction for Improving Education

Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature

“…Components of the OM program (used in Jackman et al, 2019 ), the MindUp program (Thierry et al, 2016 ) and the Settle Your Glitter program (Thierry et al, 2018 ), which included direct lessons in neuroscience, emotions, impulse control, and awareness, should be examined to determine the role the programs play in increasing children’s self-awareness, and the subsequent impact this has on self-regulation. As revealed in Rashedi and Schonert-Reichl ( 2019 ), children who participate in MBIs use more language related to awareness of their self-regulation skills. In this light, including children’s perspectives in research has potential to shed light on the value of direct instruction in metacognition and self-regulation, and should be included in future research regarding using MBIs to build self-awareness, as a potentially essential component of self-regulation.…”

“…Professional development opportunities that focus on teaching mindfulness skills to teachers via programs such as Cultivating Awareness and Resilience in Education ( CARE ; Jennings et al, 2017 ) or Mindfulness Based Stress Reduction ( MBSR ; Kabat-Zinn, 2003 ), have potential to build a foundation for bringing mindfulness into schools and reducing the overall stress level of teachers (Razza et al, 2020 ). Further professional development which introduces teachers to age appropriate mindfulness tools and programs for children, and which reflect research findings regarding maximizing young children’s engagement (Poehlmann-Tynan et al, 2016 ; Rashedi & and Schonert-Reichl 2019 ; Wood et al, 2018 ) has potential to support the organic integration of mindfulness practices into classroom routines, reduce the need for supplemental instructors or specialists, and promote program sustainability (Flook et al, 2015 ; Poehlmann-Tynan et al, 2016 ; Razza et al, 2020 ).…”

Evaluating the effects of a yoga-based program integrated with third-wave cognitive behavioral therapy components on self-regulation in children on the autism spectrum: A pilot randomized controlled trial

“…Mind–body practices (MBPs) support self-regulation by influencing top-down executive function (Haydicky et al, 2012) and promote bottom-up autonomic regulation and somatosensory awareness (Schmalzl et al, 2016). MBPs may be stationary (seated meditation) or movement-based (yoga) (Rashedi & Schonert-Reichl, 2019). Voluntary attention regulation, a top-down function, is the core of MBP (Jha et al, 2017).…”

“…The benefits of employing MBPs in improving self-regulation (Rashedi & Schonert-Reichl, 2019), in particular, executive functions (Flook et al, 2010) in the general pediatric population have been researched. A recent meta-analytic review of randomized controlled trials (RCTs), with and without active controls, employing MBPs in youngsters, reported significant positive cognitive and behavioral gains, improved mindfulness, as well as reduction in anxiety and depression post-treatment with small effect sizes (ESs) (Dunning et al, 2019).…”

Psychology, Physical Activity, and Post-pandemic Health: An Embodied Perspective

“…This can explain the role that PA has in cell generation since, in order to survive, neurons must come into contact, and this process improves when PA is interlinked with learning (Moreau and Tomporowski, 2019 ). We have illustrated situations that involve coordination and play processes, but yoga has also showed how to integrate EC (Rashedi and Schonert-Reichl, 2019 ). Additionally, dancing can also be promising for any population group.…”