Willful Embodiment: Young Children's Experiences in a Classroom-Based Yoga Intervention

• In Event: Marriott Roundtable Session 14
  In Roundtable Session: Supporting Early Childhood Teachers' and Students' Mental Health

Abstract

Over the years, school-based yoga interventions have improved students’ social and emotional skills. Extant research on yoga and young children, however, has used quantitative methodologies. This study used interview methods and the application of grounded theory to learn about children’s perceptions (n = 154) of participating in an eight-week yoga intervention that targeted self-regulation and emotion regulation. The child interview findings are reported here. Two themes emerged in the analysis: (a) children’s positive emotions about yoga; and (b) children’s knowledge of yoga and self-regulation. Children were eager to share their embodied expertise regarding their own emotions and bodies. Future researchers may conduct follow-up investigations into the embodied experiences of yoga practices with young children.

Authors

• Roxanne N. Rashedi, Vanderbilt University

• MIL wajanakunakorn, University of Southern California

• Christine Joy, California State University sacramento