Contribution of mindfulness strategies to the learning’s self-regulation components of preschool students
DOI:
https://doi.org/10.22370/ieya.2020.6.2.2083Keywords:
mindfulness, self-regulation of learning, preschool, cognition, emotion, behaviorAbstract
This article presents the results of an investigation that seeks to analyze the influence that Mindfulness strategies exert on the development of the components of the self-regulation of learning of the undergraduate students of the New York College, in Bogotá, Colombia. Through a qualitative method with descriptive design, an understanding of the phenomena from the teaching point of view is evidenced, working with a sample of 9 students and 3 teachers. The data collected through the observation grid, teacher interview and field diary were analyzed to establish which students with greater attention difficulties and disruptive actions were those who improved with the implementation of their self-regulation factors of learning. The implementation of metacognitive spaces in young students encourages selfreflection and promotes self-awareness processes through Mindfulness strategies.Downloads
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Published
2020-06-30
How to Cite
Cerra Guerra, O., Mahecha Escobar, J. C. and Conejo Carrasco, F. (2020) “Contribution of mindfulness strategies to the learning’s self-regulation components of preschool students”, Revista Infancia, Educación y Aprendizaje, 6(2), pp. 66–85. doi: 10.22370/ieya.2020.6.2.2083.
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Research articles
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