Semester of Graduation

Spring 2021

Degree

Master of Education (MEd)

Department

Human Sciences and Education

Document Type

Thesis

Abstract

BACKGROUND: Self-regulation is identified in the literature as an early predictor of later life success and an important skill that develops over the course of a lifetime beginning in early childhood (Flook et al., 2015; Montroy et al., 2016; Murray et al., 2017). OBJECTIVE: The purpose of this research study was to assess whether direct instruction of Mindfulness Practices, such as guided meditation and yoga poses (Lee et al., 2020; Poehlmann-Tynan et al., 2016; Zelazo et al., 2012) would increase self-regulatory behaviors, such as impulse control, emotion regulation, and problem-solving in pre-kindergarten and kindergarten aged children. METHOD: Target children were chosen based on teacher nomination of children who displayed a lack of self-regulatory behaviors in combination with the results of the Ages and Stages Questionnaire (Squires & Bricker, 2009). A Mindfulness Practices Intervention, consisting of yoga poses and guided mediation was implemented using a multiple baseline design across classrooms. Data were collected using interval recording for a 10-minute observation daily over a six to nine-week period using an iPhone. Child’s self-regulatory behaviors were recorded using behavior definitions modified from the Regulation-Related Skills Measure (RRSM) (McCoy et al., 2017). RESULTS: All three targeted children displayed increases in self-regulatory behaviors after the Mindfulness Practices were introduced. CONCLUSION: Teacher should consider integrating Mindfulness Practices within their daily classroom schedule, as these practices can positively impact students’ self-regulatory behaviors.

Committee Chair

DiCarlo, Cynthia

DOI

10.31390/gradschool_theses.5257

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