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

Shauna L. Shapiro, Kristen E. Lyons, Richard C. Miller, Britta Butler, Cassandra Vieten, Philip David Zelazo

Research output: Contribution to journalArticlepeer-review

38 Scopus citations


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.

Original languageEnglish (US)
JournalEducational Psychology Review
Issue number1
StatePublished - Mar 2014

Bibliographical note

Publisher Copyright:
© 2014, Springer Science+Business Media New York.


  • Attention training
  • Learning
  • Mindfulness
  • Self-regulation
  • Yoga


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