Initial efficacy and teachers’ attitudes towards mindfulness-based social-emotional learning activities for kindergartens in Hong Kong

Initial efficacy and teachers’ attitudes towards mindfulness-based social-emotional learning activities for kindergartens in Hong Kong

• Cheung, Yuen Man Rebecca The Education University of Hong Kong
• Ho, Connie Y. Y. The Chinese University of Hong Kong
• Lau, Ngar Sze Elsa The Education University of Hong Kong
• Jackman, Monica M.
• Singh, Nirbhay N.

The HKERA-APERA International Conference 2021 (2021: Hong Kong)

• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施
• F 教與學
  • FA 一般教學方法、各種施教方法

• Hong Kong

• 1997.7 onwards

• 學前教育

Social-emotional learning (SEL) in early childhood lays the foundation for children’s later adjustment (Bornstein et al., 2010). Among existing SEL programs, OpenMind (OM) is a mindfulness-based kindergarten curriculum that has demonstrated effectiveness in the United States and Korea (Jackman et al., 2019; Kim et al., 2020). To enhance children’s SEL in Hong Kong, this study adapted and implemented OM activities over a one-month period. Initial efficacy on children’s SEL was examined, alongside teachers’ attitudes toward OM. Fifty-two Chinese children in K1-2 (3-5-year-old; nintervention=27; nwaitlist control=24) and four trained kindergarten teachers participated in daily meditation practices. They also completed pretest, immediate posttest, and a four-week follow-up posttest. Results suggest that teachers find OM activities useful, particularly during disruptive incidents. Children also had greater improvements in emotional control and shifting than did children in the waitlist control group. Through these practices, we hope to build a stronger foundation for children’s social-emotional competence. Copyright © 2021 HKERA-APERA International Conference.

Paper presented at The HKERA-APERA International Conference 2021, Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/3fb6f2f3

2022-11-03