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The Influence Of Yoga And Meditation On Intrinsic Motivation In Early Childhood Education, Nicole Laviolette
The Influence Of Yoga And Meditation On Intrinsic Motivation In Early Childhood Education, Nicole Laviolette
Masters of Arts in Education Action Research Papers
"The objective of this action research was to see if daily voluntary yoga and meditation influence intrinsic motivation in a 3-6-year-old Montessori classroom. The time frame of this study was over six weeks in the beginning of the school year at an urban public Montessori school. The children who participated in the study were eighteen 3-6-year-old students. The experiment included using two apps, one for meditation and one for yoga, every morning for forty-five minutes. Children were welcomed to join when they were ready and leave when they felt refreshed. Some positive effects of our research were an increase in …
Effects Of Directed Movement On Focus, Catherine A. Zoeckler
Effects Of Directed Movement On Focus, Catherine A. Zoeckler
Masters of Arts in Education Action Research Papers
The purpose of this study was to determine if directed movement would positively affect the focus for all children. Children with underdeveloped executive functions frequently disrupt the learning of others. This study was implemented in a mixed-age lower elementary classroom populated by 27 children ages 6 to 9 years. The project covered a total of six weeks, four of which included directed movement for at least three days of the week. Prior to implementing movement into the classroom, three lessons were presented that related to brain function, focus and mindfulness. Pre-study student work samples, teacher observations of the work period …
The Space Between The Notes: The Effects Of Background Music On Student Focus, Duna L. Strachan
The Space Between The Notes: The Effects Of Background Music On Student Focus, Duna L. Strachan
Masters of Arts in Education Action Research Papers
Student behaviors were tallied in three similar Montessori early childhood classes while children practiced social, motor and academic skills with and without background music. Teacher impressions of work period productivity were tallied along with information from teacher notes and student self-assessments. Music came from Pandora stations such as “Relaxation Radio” or “Yoga Radio.” Music was selected for slow tempo (approximately 60 beats per minute or the rate of the adult heart) and relaxing instrumental quality, played at a soft volume and during times when students were not expected to pay attention to other auditory input such as stories, songs, lessons …