Investigating Early Childhood Teachers’ Perceptions of a Preschool Yoga Program

Abstract

Background Yoga for young children has become a growing area of interest in early childhood settings across the United States (Schwind et al., 2017). With an emphasis on stretching, breathing, and mindfulness techniques, yoga has been associated with a decrease in stress and anxiety in young children (Anand & Sharma, 2014). Evidence also suggests that yoga has the ability to improve young children's physical development, attention, and executive functioning (Galantino, Galbavy, & Quinn, 2008; Jensen & Kenny, 2004). While the scope of research on yoga for young children has primarily focused on the experiences and outcomes of the children who participate, far less is known about the experiences and perceptions of teachers who have engaged in such programs with their students. It is imperative to acknowledge that teachers have an invaluable role during the implementation phase of school yoga programs and subsequently on the ability to impart benefits of the practice for their students' development. These benefits are not only important during program implementation, but should be examined when a program concludes. Thus, this study engaged teachers in discussion about perceptions of their school's yoga program, their experiences with the yoga program, and their beliefs about the benefits of the program for their students and themselves. Literature Review Yoga is a long-standing practice that has extended across the world and is known for calming the mind and improving overall well-being. Consisting of certain stances (asanas), breathing (pranayamas), and hand positions (mudras), evidence in ancient and contemporary literature suggests that yoga has a positive impact on both physical and mental health (Iyengar, 2008). Although the majority of research on the benefits of yoga has focused on children in upper elementary through adulthood, recent empirical evidence notes that the benefits of yoga can also translate into yoga practices for young children (Hagen & Nayar, 2014).

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