What is the value of the Welsh language in primary education?

The importance of involving mindfulness within the curriculum

 

Since the recent introduction of the new curriculum by Donaldson, the involvement of mindfulness has become key. Mindfulness is all about “paying attention in a particular way within the present moment with a non- judgemental attitude (Kabat- Zinn, 1994). By allowing mindfulness to be a greater focus within the new curriculum, children can now come away from the environments from their busy minds of the classroom and playground where there is constant noise and various distractions and bring them back into a more content and calmer state of mind to work. This can be supported as according to O’Donnell, 2015 “Children and young people in general, will undergo experiences of information overload as a result of their attention continuously focusing and multiple sources rather than one. “

My experiences of Mindfulness are very limited as I was not introduced to the practise until A-level and currently now within university as it was never a focus when I was in Primary school.  However, during A-levels it was used as a calming mechanism before and during exam season. It was also a large focus within my psychology studies. Many children lack greater focus on the here and now within present day. Its important for teachers within the curriculum to ensure that children are given the time to reflect upon themselves and various situations. Many children enter a state of deep engagement with mindfulness without even knowing whether it be in or out of school. Immersive mind states that could be described as mindfulness are related to inner-happiness, imagination, originality and creativity (Fredrickson, 2009; Kabat-Zinn, 2016; Huppert et. al. 2007). For example, PE can be a massive benefit to mindfulness in terms of the curriculum, a child who enjoys engaging with sports given it a PE lesson may enter a deep state of mindfulness as they become so focussed and immersed in the activity that they become so unaware of their environment and become less vulnerable to distractions as they are purely focussed on themselves and the activity in hand. Another example could also be music. When playing music within the classroom or even having children play it themselves can allow them to experience greater mindfulness as they focus on the different sounds around them. By allowing a child to enter a deep state of learning enhances the likeliness of “better relationships and happier learning community” (Barnes,2018).

When Donaldson reviewed the old curriculum, the reoccurring concerns were the lack of importance on a child’s and young people’s mental health and well-being. It was made clear that schools need to take care for both children and young people’s physical and emotional needs, further supporting them to take responsibility for their own lives and understanding the importance of diet and fitness as well as being confident in managing their own affairs (Donaldson, 2015).

Mindfulness can be a massive benefit for disruptive children within a classroom. Children who are easily distracted can massively affect the flow of the classroom. By enforcing mindfulness practice allows children to teach themselves patience and build upon their focus as they focus on one thing rather than many. It can also massively benefit children who are easily aggravated and experience a lot of anger within themselves and to others. Allowing a child to enter a calmer state of mind will massively benefit them with anger control by focusing on being calm and allowing the state of anger to leave their systems. Having mindfulness be apart of the curriculum means that children aren’t just restricted to mindfulness within school. Teachers should make parents aware of the benefits of mindfulness so that parents can try and enforce it home.

 

 The picture above shows me working with a group of children using drums to create different rhythms and patterns. Our area focussed on recreating noises of a storm. I simply prompted the boys with ideas that they were free to run with and create their own piece. This is a great mindfulness technique to get children engaging more with their senses.

Please feel free to have a look at the work this group of boys created below:
https://www.youtube.com/watch?v=Lu_FD1BoDho

Although of course it’s a massive benefit that mindfulness is a part of the curriculum it is a subject of which may not always be given a positive attitude by a lot of staff and pupils. Some teachers may neglect its practice within their teaching as well as many children choosing not to take part further affecting the focus of those around them. The younger the child the harder it is of course for them to sit still. Therefore, the approach must be carefully considered in terms of the length of time children are made to engage in.

 

 

 

 

 

References

Kabat-Zinn, J. (1994). Wherever you go. There you are: mindfulness meditation in everyday life. London: Hachette Books. (Accessed 12/11/18).

O’Donnell, A. (2015). Contemplative pedagogy and mindfulness: Developing creative attention in age of distraction. Journal of Philosophy of education, 49(2). 187-202. (Accessed 12/11/18).

Barnes, J. (2018) Applying cross-curricular approaches creatively. London: Routledge. (Accessed12/11/18).

http://www.gofal.org.uk/news/2015/02/25/welsh-government-must-deliver-on-mental-health-curriculum-recommendations/ (Accessed 13/11/18).

https://gov.wales/docs/dcells/publications/150225-successful-futures-en.pdf (accessed 13/11/18).