Mindfulness educacion infantil
Mindfulness in the classroom: a project to educate mindful children
Positive psychology is an innovative movement, initially driven by Martin Seligman, considered one of the founders of this branch of psychology, dedicating most of his career to the study of the positive aspects of the human being. (Arguís, Bolsas, Hernández & Salvador, 2012). It was defined by Seligman and Csikszentmihalyi (cited by Contreras and Esguerra, 2006) as «the scientific study of positive experiences, positive individual traits, the institutions that facilitate their development and the programs that help to improve the quality of life of individuals, while preventing or reducing the incidence of psychopathology». Sheldon and King (cited by Contreras and Esguerra, 2006) also define it as «the scientific study of human strengths and virtues, which allow us to adopt a more open perspective regarding human potential, motivations and capabilities .»
For Linley, Harrington, Stephen, and Wood (cited by Arguís et al., 2012), this current is defined as «the scientific study of optimal human functioning. On a metapsychological level, it aims to redress the imbalance in psychological research and practice by drawing attention to the positive aspects of human functioning and experience, and integrating them within our understanding of the negative aspects of human functioning and experience. On a pragmatic level, it is about understanding the sources, processes, and mechanisms that lead to desirable successes .»
Mindfulness for children pdf
To explain it better we recommend you to take a look at the interview we did with Sloyu. Elisenda and Joost (the creators of Sloyu) are mindfulness instructors -and collaborators of our program for Infantil Inspira- and, as you will see, they explain much more about this psycho-educational tool based on learning to stop and observe before acting. Mindfulness, among many other things, allows students to know themselves better, develop strategies for self-care and wellbeing, and make better decisions.
As we say, a relaxed mind or a mind capable of using strategies to remove distractions and tensions learns better. In the free guide that you can download here we explain how to integrate mindfulness and yoga in the classroom and you will also find sessions extracted from our Inspira program for the Early Childhood stage.
It is important that the families of your students know that the practice of mindfulness and yoga also requires programming to achieve its benefits. There are families who think that it is enough to perform mindfulness dynamics sporadically, but the reality is that there are several reasons why it is important to sequence the practice of yoga and mindfulness. We summarize them in 6 points:
3) Lemon exercise. We imagine that we have a lemon in each hand and we squeeze it until the touch of the bowl makes us relax our hands and lower our arms noticing the relaxation of them.
4) Exercise of the turtle. As when a turtle is afraid, we will raise the shoulders and we will hide between them the head as hard as we can. At the touch of the bowl, we will relax the shoulders and the head, noticing the difference.
6) With the eyes covered, we will make the bowl sound, this always leaves a beam of sound that disappears progressively. You will be told to raise your hand when you stop hearing it. The exercise ends with a dry sound.
Mindfulness activities for children.
Barahona, M.N, Sánchez, A and Urchaga, J.D. (2013). Positive Psychology applied to education: the CIP program for the improvement of life skills in Higher Education. Journal of University Educational Training and Innovation. Retrieved from http://refiedu.webs.uvigo.es/Refiedu/Vol6_4/REFIEDU_6_4_5.pdf
Tébar, S. and Parra, M. (2015/12/28). Practicing Mindfulness with students in the third year of early childhood education. Journal of the Faculty of Education of Albacete. Retrieved from file:///C:/Users/andrea/Downloads/912-3953-1-PB.pdf.