The benefits of yoga in children

Nanthakumar, Chandra

doi:10.1016/j.joim.2017.12.008

Cited by 41 publications

(35 citation statements)

References 33 publications

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“…This systematic review is the first to assess the effects of YMP on social emotional outcomes in preschool-aged children. Our results align with those of previous systematic reviews and meta-analyses [ 12 , 62 , 63 ] indicating the promise for positive effects from YMP for children aged 3–5 years, tempered by caution regarding the level of evidence available. Among the results, 13 of 16 included studies (81%) reported beneficial effects of yoga/mindfulness on at least one SEL outcome.…”

Section: Discussionsupporting

confidence: 90%

Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review

Sun

Lamoreau

O’Connell

et al. 2021

IJERPH

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Early childhood and the pre-school stage of development constitute a dynamic period for acquisition of social-emotional competencies. Yoga and mindfulness practices (YMP) have become increasingly used in schools for social emotional learning, but less is known about their utility in early childhood settings. A systematic review using PRISMA guidelines was undertaken to explore the effect of YMP on social emotional function among preschool-aged children (3–5 years). The review resulted in identification of 1115 records, of which 80 full text articles were screened, with final inclusion of 16 studies. Included studies evaluated the effect of YMP on social-emotional functioning, and identified the potential for YMP to improve regulatory skills such as behavioral self-regulation and executive function. Among studies reviewed, 13 reported improvements in these domains, but quality appraisal indicated significant variability in risk of bias across studies, and heterogeneity of outcome measurements hindered comparison. Programs appeared to produce better results when implemented for at least 6 weeks and among children who had lower baseline social-emotional functioning. YMP constitute a promising strategy for social emotional development in early childhood settings, but additional rigorously designed studies are needed to expand understanding of how and why these programs are effective.

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Section: Discussionsupporting

confidence: 90%

Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review

Sun

Lamoreau

O’Connell

et al. 2021

IJERPH

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“…These studies describe the genomic and epigenetic pathways of stress, focusing on gene expression changes brought about by mind-body therapies. Despite a number of studies supporting the effectiveness of these interventions in lowering the level of stress, [ 13 , 25 , 26 , 27 , 28 ], improving well-being [ 29 , 30 , 31 , 32 ], and academic attainment in student populations [ 33 ], they may also present adverse effects and contraindications [ 34 , 35 , 36 , 37 , 38 ], especially for those individuals who are advised against mild to moderate physical exertion. In addition, mind-body therapies often require training that may be challenging to learn, and they are generally time-consuming to perform.…”

Section: Introductionmentioning

confidence: 99%

The Evaluation of a Mind-Body Intervention (MBT-T) for Stress Reduction in Academic Settings: A Pilot Study

Cozzolino

Vivo

Girelli

et al. 2020

Behavioral Sciences

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This study is aimed at evaluating the outcomes of mind–body transformation therapy (MBT-T), previously known as the creative psychosocial genomic healing experience© (CPGHE). The intervention was aimed at reducing the perceived level of stress in two non-clinical groups of students with different educational levels and different expertise in the domain of well-being. Whereas participants from the first group were first-year university students, participants from the second group were students attending a post-graduate program in psychotherapy. All participants (n = 159) were exposed to a single session of MBT-T, each group in a separate session. The results of two paired-samples t-tests, conducted separately on the two samples, showed that there was a statistically significant reduction in the participants’ perceived level of stress between pre- and post-intervention states in both samples (t88 = 5.39, p < 0.001; t53 = 4.56, p < 0.001 respectively). The results, therefore, showed that a single session of MBT-T was beneficial in reducing the perceived level of stress in both first-year university students and students attending a post-graduate program in psychotherapy, regardless of educational level and expertise in the domain of well-being.

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“…Çocuğun okuldaki performansı dikkat, bellek, devinim gibi birçok içsel faktörden etkilenmektedir (Das, Deepeshwar, Subramanya ve Manjunath, 2016;Gulati, Sharma, Telles ve Balkrishna, 2019). Çocuklar sadece akademik zorluklarla değil, aynı zamanda farkındalık, esneklik, öfke kontrolü gibi öz düzenleme becerilerini gerektirecek beklentilerle de karşı karşıya kalmaktadır (Nanthakumar, 2018). Bu beklentiler ile başa çıkmada, çocukların duygusal ve fiziksel olarak nasıl rahatlayacaklarını bilmeleri önemlidir.…”

Section: Introductionunclassified

“…Dünya genelinde meditatif hareketler arasında en çok tercih edilen zihin-beden disiplinlerinden birisi yogadır (Nanthakumar, 2018). Son yıllarda ülkemizde okul öncesi eğitim programları çocukların fiziksel ve bilişsel gelişimlerini destekleyecek farklı yaklaşımlara yer vermektedir.…”

Section: Introductionunclassified

The Effects of Yoga Education on the Cognitive Functions of Children in Early Childhood

Ozgun

Özkul

Oral

et al. 2020

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Bu araştırmanın amacı, erken çocukluk dönemindeki çocuklarla yürütülen yoga çalışmasının çocukların bilişsel işlevlerine etkisini incelemektir. Bu araştırma, Ön Test-Son Test Kontrol Gruplu Deney Deseni (ÖSKD) ile yapılan yarı-deneysel bir çalışmadır. Araştırmanın örneklemi, İzmir ilindeki iki okul öncesi kurumunda öğrenim görmekte olan 4-5 yaş grubunda 10'u deney 18'i kontrol grubuna dâhil edilen 28 çocuktan oluşmaktadır. Araştırmada çocukların bilişsel işlevlerini belirlemek amacıyla "Bilişsel İşlevlerin Uygulanması Ölçeği (BİUÖ)" ve "Kişisel Bilgi Formu" kullanılmıştır. Araştırmada deney grubuna dahil edilen çocuklara 12 hafta boyunca haftanın 1 günü, 1 saat olmak üzere sertifikalı uzman yoga eğitmeni önderliğinde yoga eğitimi verilmiştir. Kontrol grubuna dâhil edilen çocuklara ise herhangi bir müdahalede bulunulmamıştır. Verilerin analizinde Mann Whitney-U testi ve Wilcoxon İşaretli Sıra testi kullanılmıştır. Araştırmadan elde edilen bulgulara göre; deney grubuna dâhil edilen çocukların BİUÖ toplam puanları ve Görevler Bölümü alt ölçeklerinden aldıkları son test puan ortalamaları ön test toplam puan ortalamalarından anlamlı düzeyde yüksek bulunmuştur. Kontrol grubuna dâhil edilen çocukların son test puan ortalamaları ile ön test puan ortalamaları arasında anlamlı bir fark bulunmamıştır. Deney ve kontrol gruplarının son test puan ortalamaları karşılaştırıldığında, kısa süreli işitsel bellek, bakış açısı alma ve sözel planlama alt ölçeklerinde istatistiksel olarak anlamlı bir farklılaşma olmadığı; sınıflandırma, kısa süreli işitsel bellek yeniden hatırlama, kısa süreli görsel bellek ve örüntü tamamlama alt ölçekleri ve BİUÖ son test toplam puanları arasında istatistik olarak anlamlı bir farklılaşma olduğu görülmektedir. Araştırmanın bulguları literatür doğrultusunda tartışılmıştır.

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The benefits of yoga in children

Cited by 41 publications

References 33 publications

Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review

Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review

The Evaluation of a Mind-Body Intervention (MBT-T) for Stress Reduction in Academic Settings: A Pilot Study

The Effects of Yoga Education on the Cognitive Functions of Children in Early Childhood

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