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Primary Teachers' Perceptions Of Mindfulness Practices With Young Children

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posted on 24.05.2021, 09:15 by Stephanie Anne Piotrowski
This qualitative descriptive study aimed to present findings from four primary teachers and their perceptions of mindfulness practices with young children. Using open-ended and semi-structured interviews, these teachers in the school system shared their experiences with mindfulness practices in their classrooms. This study, using a thematic analysis, indicated that teachers felt there to be benefits of including mindfulness practices in their classrooms but have found that there are various issues that may hinder successful implementation. Integrating different mindfulness practices in the classroom could allow childhood well-being to be improved though holistic approaches.



Master of Arts


Early Childhood Studies

Granting Institution

Ryerson University

LAC Thesis Type


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