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Journal of Child and Family Studies

, Volume 28, Issue 12, pp 3392–3400 | Cite as

Young Children’s Embodied Experiences: A Classroom-Based Yoga Intervention

  • Roxanne N. RashediEmail author
  • Mil Wajanakunakorn
  • Christine J. Hu
Original Paper
  • 160 Downloads

Abstract

Objectives

Over the years, mindfulness and yoga-based interventions have been widely implemented in schools and demonstrated promising results. Despite the benefits, there is limited literature on the effects that yoga may have for young children. Furthermore, extant research on yoga and young children has primarily used quantitative methodologies. The objective of this study was to investigate pre-kindergarteners’ and kindergartners’ experiences with yoga through a qualitative-exploratory approach.

Methods

This qualitative-exploratory study used interview methods and the application of grounded theory to learn about children’s perceptions (n = 154) of participating in a randomized waitlist-controlled trial an eight-week yoga intervention that targeted self-regulation and emotion regulation. The post-intervention child interview findings are reported here.

Results

Two themes, grounded in the dataset and most relevant to the topic of children’s experiences in practicing the yoga, emerged in the analysis: (1) children’s positive emotions about the yoga; and (2) children’s knowledge of yoga and self-regulation skills. Children were often eager to share their feelings and knowledge about the yoga and demonstrated their embodied expertise regarding their own emotions and bodies and thus ability to serve as active participants in the research process.

Conclusions

This qualitative-exploratory study contributes to the research on the physical, cognitive, and emotional benefits of yoga for young children. Future researchers may work towards understanding how yoga promotes children’s development at a young age and conduct follow-up investigations into the embodied experiences and benefits of yoga practices with children.

Keywords

Yoga Children Qualitative Emotion Self-regulation 

Notes

Acknowledgements

Thank you to the teachers, school staff, students, yoga studio, and research assistants for their commitment to this study. Thank you to The Mind & Life Institute (via the Contemplative Education Grant, Grant ID Number: A-13146632) for their financial support of this line of inquiry.

Author Contributions

R.N.R. designed and executed the study, assisted with data analyses, and wrote the paper. M.W. assisted with data analyses and in the editing of the final manuscript. C.J.H. assisted with data analyses and in the editing of the final manuscript.

Compliance with Ethical Standards

Conflict of Interest

In accordance with Springer’s policy and our ethical obligations as researchers, we are reporting that we do not have a financial and/or business interests in a company that may be affected by the research reported in the enclosed paper. Any views, findings, conclusions, or recommendations expressed in this article do not necessarily reflect those of the Mind & Life Institute.

Ethical Approval

The protocols used in this research study were approved by the ethics committee at the University of California, Davis in Davis, California.

Informed Consent

Informed consent was obtained from all participants included in the study.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.School of EngineeringVanderbilt UniversityNashvilleUSA
  2. 2.Division of Occupational Science and Occupational TherapyUniversity of Southern CaliforniaLos AngelesUSA
  3. 3.Department of Social WorkCalifornia State UniversitySacramentoUSA

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