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Document Type
Poster
Publication Date
2019
Department
Education
Faculty Advisor
Mark Brown
Abstract
Mindfulness has been described as being aware of one’s thoughts, experiences, and emotions. When teachers incorporate strategies to promote mindfulness into the classroom, it can positively affect how children view and manage their behavior and maintain focus. Mindfulness in the classroom can help students understand their thinking and learn how to self-regulate their behaviors in the classroom for longer periods of time. In this presentation, we will examine the effects of mindfulness in early childhood, a special education setting, and its benefits for students with anxiety, ADHD, and autism. For students who are diagnosed with special needs, their worry and anxious thoughts often cause them to have trouble focusing on what they are learning in the classroom. Creating a mindful classroom can benefit every student because it can ease their worries and refocus their attention on classroom learning. The ultimate goal of having a mindful classroom is to bring greater self-awareness and self-regulation to students in the classroom.
Recommended Citation
Brady, Heather and Nicolia, Anna, "The Role of an Early Childhood Education Teacher in Promoting Mindfulness in an Inclusive Classroom Setting" (2019). Academic Festival Posters. 113.
https://digitalcommons.daemen.edu/academic_festival/113