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• W403798181 abstract "This theory-based paper examines the definition of Executive Functioning (EF) skills, their importance in the early childhood classroom and how to aid in their natural development. The Word of Wisdom meditation technique is considered as a viable alternative to increase the natural development of EF skills in early childhood. Max, 5, has three best friends in his class; Dylan, Sam and Lucas,; all age 5. The four boys have the best of times, as well as the worst of times in each other’s company. Sitting during circle time, Max and Dylan engage in a heated discussion, which ends with someone getting pinched. Consequently, the teacher is naturally interrupted from the day’s lesson to address the boys. This is not the first time there has been an interaction of this degree between the four boys. The teacher has repeatedly worked with the boys throughout the year to help communicate their feelings to each other by “using their words.” Moreover, she has worked with them on gauging when it might or might not be an appropriate time to sit next to your friend, even when they really want to. The boys’ teacher often wonders when they can think to themselves, before they sit down, “This is not the time for me to sit next to this friend. We just can’t control ourselves around each other!” Nicolas, age 5, is a brilliant child. He has achieved reading fluency at an early age, understands all concepts taught to him, is inquisitive and curious, and is the ideal student—except he can never get anything done! His is constantly distracted by his surroundings, the need to sharpen his pencil, go to the bathroom, read a book, talk to his friends, begin another task, and the list continues! How do children develop the ability to make a decision that might be best for them, even though it might not be what they want to do at that immediate moment? When does the ability to resist an urge to say or do something at an inappropriate time develop? At what point would a child like Max develop the ability to say to himself, “I need to move away from Dylan, because he is distracting me.” Or better yet, “I don’t think I should sit next to Dylan during circle time because I am not able to control myself around him and his actions, I become distracted and the teacher gets upset because she is interrupted.” When will Nicolas develop the ability to regulate his own actions in order to complete his work, regardless of the other surrounding interests and distractions? When will he be able to work to his full potential? Max’s ability to manage his urges and Nicolas’ ability to self regulate are part of the executive functioning skills that are established in the brain at birth and continue developing into adolescence. Recent research has shown that the benefits in development of executive function skills in early childhood can promote school readiness and academic success (Blair, 2003; Dawson & Guare, 2010; Meltzer, 2010). One way which has not widely been researched, yet a valuable method, is that of meditation. The purpose of this paper is to demonstrate the importance and need to conduct further research in order to evaluate whether meditation could be a viable alternative method to implement in the preschool classroom. The meditation technique of Word of Wisdom (WoW) will be discussed in this paper as a method to aid in the successful development of executive function skills during early childhood. To date. there have been fewer" @default.
• W403798181 created "2016-06-24" @default.
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• W403798181 date "2013-01-01" @default.
• W403798181 modified "2023-09-23" @default.
• W403798181 title "The Effects of the Word of Wisdom Meditation Technique on the Development of Executive Function Skills in Early Childhood Education" @default.
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