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Contemplation in the Classroom: a New Direction for Improving Childhood Education

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Abstract

Research with adults suggests that contemplative practices such as meditation and yoga impart a variety of benefits, from improved attention to reduced stress. Increasingly, these practices are being adapted for use with children and introduced into childhood education in order to foster the development of key self-regulation skills required for academic achievement and emotional well-being. This article reviews empirical evidence that supports the introduction of contemplative practices into childhood education. Directions for future research are discussed.

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Acknowledgments

The authors would like to thank the Baumann Institute for providing funding for the preparation of this article.

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Authors and Affiliations

  1. Santa Clara University, 500 El Camino Real, Santa Clara, CA, 95003, USA

    Shauna L. Shapiro

  2. Institute of Child Development, University of Minnesota, Minneapolis, MN, 55455, USA

    Kristen E. Lyons & Philip David Zelazo

  3. Integrative Restoration Institute, San Rafael, CA, USA

    Richard C. Miller & Britta Butler

  4. Institute of Noetic Sciences and California Pacific Medical Center Research Institute, San Francisco, CA, USA

    Cassandra Vieten

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  1. Shauna L. Shapiro
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  2. Kristen E. Lyons
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  3. Richard C. Miller
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  5. Cassandra Vieten
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  6. Philip David Zelazo
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Correspondence to Shauna L. Shapiro or Philip David Zelazo.

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Shapiro, S.L., Lyons, K.E., Miller, R.C. et al. Contemplation in the Classroom: a New Direction for Improving Childhood Education. Educ Psychol Rev 27, 1–30 (2015). https://doi.org/10.1007/s10648-014-9265-3

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