Mindfulness and children’s literature as a method to improve disruptive behaviour in the third cycle of primary school
DOI:
https://doi.org/10.31637/epsir-2024-553Keywords:
Mindfulness, disruptive behaviour, Primary Education, ASD, ADHD, meditation, emotions, children's literatureAbstract
Introduction: Nowadays, in the educational field, the management of disruptive behaviour goes far beyond disciplinary sanctions, as understanding and attending to the cognitive, behavioural, emotional and social needs of students is also part of the teaching-learning process. Therefore, our aim is to use mindfulness to improve these behaviours. Methodology: The educational intervention is developed through three phases: an introductory phase, where we aim to teach students about and practice mindfulness; a second phase on emotions, trying to get students to identify them and know how to self-regulate them; and a third phase in which mindfulness will be incorporated into their daily lives. Results: Through this intervetion, disruptive behaviour in the primary classroom is improved. Discussions: The interest of this work is the inclusion of children’s literature, proposing a new method to apply mindfulness in primary classrooms, including adaptations for students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). Conclusions: The inclusion of mindfulness in schools is essential for the improvement of coexistence.
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