Mindfulness meditation for future early childhood teachers in Japan
Motohide Miyahara, School of Physical Education, Sport and Exercise Sciences, New Zealand ; Tokiko Harada, Division of Cerebral Integration, Japan ; Shogo Tanaka, School of Physical Education, Sport and Exercise Sciences, New Zealand ; Hiroyuki Fukuhara, Tomoko Kano, College of Letters, Japan ; Takashi Ono, Department of Early Childhood Education, Japan ; Norihiro Sadato, Division of Cerebral Integration, Japan
TATE Volume 65, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
To prevent future burnout and turnover among early childhood education students, mindfulness training may hold promise as a measure. A lab-based pilot and classroom-based feasibility study was designed to investigate an effective way to introduce mindfulness meditation. Results suggested that two types of audio-guided mindfulness meditation, a sitting meditation and a compassion meditation reduced stress level, and that the compassion meditation was perceived as more comfortable than the sitting meditation. As a tentative conclusion, the compassion meditation may be introduced first before the sitting meditation. Additional studies should examine the effects of longer-term meditation practice on teaching career development.
Miyahara, M., Harada, T., Tanaka, S., Fukuhara, H., Kano, T., Ono, T. & Sadato, N. (2017). Mindfulness meditation for future early childhood teachers in Japan. Teaching and Teacher Education: An International Journal of Research and Studies, 65(1), 136-144. Elsevier Ltd.