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Using mindfulness to support children's social and emotional learning in a kindergarten :|a teacher’s perspective

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dc.contributor Graduate Program in Early Childhood Education.
dc.contributor.advisor Göl-Güven, Mine. Doğan, Hatice. 2023-03-16T11:53:13Z 2023-03-16T11:53:13Z 2021.
dc.identifier.other PRED 2021 D74
dc.description.abstract This study aims to understand how mindfulness practices are used in a kindergarten classroom as a tool to develop Social Emotional Learning (SEL) competencies of children from the teacher’s point of view. Specifically, it is aimed to understand the teacher’s perspective on how mindfulness is helpful for children to develop SEL skills, academic skills, and the classroom climate. The study is conducted as an exploratory single case study in a private school’s kindergarten classroom in Istanbul. Twelve children who are 5 to 6 years old and their teacher took part in the research. In class observations, semi-structured interviews with the teacher, lesson plans and children’s artifacts are used as the data set. The data is analyzed through thematic content analysis. The analysis generated three themes: mindfulness for the teacher, mindfulness for children (SEL) and inhibitory control skills. During the analysis of the data, it continuously surfaced up that the teacher conceptualized mindfulness practices by connecting the benefits not with academic skills but specially to inhibitory control. The results show that the teacher believes that mindfulness is good for herself and for children with regard to their SEL skills, inhibitory control skills as well as the classroom climate. Being one of the first qualitative studies conducted in Turkey about the use of mindfulness to support SEL programs in a kindergarten, the study implies the importance of teacher’s motivation of using mindfulness programs and how it is a valuable tool for fostering SEL. It is suggested that more research need to be conducted to better understand how these two phenomena work together in different programs for teachers and children from various demographic backgrounds in qualitative and quantitative methodologies.
dc.format.extent 30 cm.
dc.publisher Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021.
dc.subject.lcsh Social learning.
dc.subject.lcsh Emotional intelligence.
dc.subject.lcsh Teacher-student relationships.
dc.title Using mindfulness to support children's social and emotional learning in a kindergarten :|a teacher’s perspective
dc.format.pages xi, 150 leaves ;

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