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

Mihriban Özcan; Adalet Kandır

Article Details

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

Authors:

Mihriban Özcan | Adalet Kandır

Publisher:

Bartin University

Main Topics:

Basic Training (Other)

Journal:

Bartın University Journal of Faculty of Education Vol.14 Issue 2, pp.546-558

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001345124

pISSN:

1308-7177

Keywords:

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.

 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.

 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.

 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.

Article Details

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

Authors:

Mihriban Özcan | Adalet Kandır

Publisher:

Bartin University

Main Topics:

Basic Training (Other)

Journal:

Bartın University Journal of Faculty of Education Vol.14 Issue 2, pp.546-558

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001345124

pISSN:

1308-7177

minfulness

school based mindfulness

early childhood education

Issues

Article Details

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

Authors: Mihriban Özcan | Adalet Kandır

Publisher: Bartin University

Main Topics: Basic Training (Other)

Journal: Bartın University Journal of Faculty of Education Vol.14 Issue 2, pp.546-558

Document Type: Article

Publication Date: 4/2025

Document Language: English

Document ID (Org No.): 2001345124

pISSN: 1308-7177

minfulness

school based mindfulness

early childhood education

Issues

Authors:

Mihriban Özcan | Adalet Kandır

Publisher:

Bartin University

Main Topics:

Basic Training (Other)

Journal:

Bartın University Journal of Faculty of Education Vol.14 Issue 2, pp.546-558

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001345124

pISSN:

1308-7177