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Educational Psychology Review

, Volume 27, Issue 1, pp 1–30 | Cite as

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

  • Shauna L. ShapiroEmail author
  • Kristen E. Lyons
  • Richard C. Miller
  • Britta Butler
  • Cassandra Vieten
  • Philip David ZelazoEmail author
Essay
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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.

Keywords

Self-regulation Attention training Mindfulness Yoga Learning 
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Notes

Acknowledgments

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

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© Springer Science+Business Media New York 2014

Authors and Affiliations

  • Shauna L. Shapiro
    • 1
    Email author
  • Kristen E. Lyons
    • 2
  • Richard C. Miller
    • 3
  • Britta Butler
    • 3
  • Cassandra Vieten
    • 4
  • Philip David Zelazo
    • 2
    Email author
  1. 1.Santa Clara UniversitySanta ClaraUSA
  2. 2.Institute of Child DevelopmentUniversity of MinnesotaMinneapolisUSA
  3. 3.Integrative Restoration InstituteSan RafaelUSA
  4. 4.Institute of Noetic Sciences and California Pacific Medical Center Research InstituteSan FranciscoUSA

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