J. Gilmore Literature Review 9.22.2017

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Using Yoga As A Tool to Facilitate Spiritual Learning 

Literature Review

Ball State University

EDAC 634 – The Adult as a Learner

Your Name	Commented On
Jaymel S. Gilmore	Shawna Lake, Group 4

Introduction

            In examining Spiritual Learning, it addresses a belief that one’s life has meaning and purpose
 that can be obtained through innumerable avenues, including inner thought and sometimes from places beyond one’s conscious state. Yoga, through its philosophies of meditation, can assist one in a path of spiritual learning. Yoga comes from a rich and varied history expanding 5,000 to 10,000 years in the past. While India is noted as the popular birthplace of yoga, yogic schools of thought and postures have also been traced to Egypt and West Africa. The beauty of yoga is that it encompasses a wide spectrum of knowledge based in spirituality. One can delve deeply into yoga studying some of the ancient text such as the Upanishads or modern Raja Yoga. When you think of the individuals that practice yoga, what can come to mind are the beatniks or hippies (those who are outside of societal norms). There has been a growing trend in the practicing of yoga. The major concentration of yoga in Western society has evolved to focus on the physical aspects (postures). Recently, schools have introduced yoga in classrooms to help with the mental state of young children.

General Themes

            The articles selected for this literature review all share the same topic of incorporating yoga and/or spiritualism in the classroom as a means to assist with behavior management and self-regulation of children. The articles span in depth from a journal article on spirituality and inclusion to a couple of educators’ journeys to including yoga in public schools.

            K.I. Harris suggests that children with special needs have heightened sensory sensitivity that should be contemplated when considering the inclusion of those children. Studying the spiritual domain can apply to all children, whether typically developing or special needs.  Successful inclusion can be described as being a part of a learning environment in which all children, regardless of ability can participate. This concept should extend outside the typical learning environment such as a school to include places like churches, community playgrounds, libraries, or any place that children come together. (Harris, 2015) A positive inclusive environment incorporates meaningful activities where children with and without disabilities are physically engaged and are able to physically interact with one another. (Harris, 2015) Harris explains in this article how children, especially those special needs, have intensified senses which should be pondered as direct connection to the spiritual world. This connection is surprisingly overlooked. It’s surprising because as Harris notes, spirituality is linked to all human experiences. She continues with the use of other notable authors to recommend to parents and educators alike to develop a partnership to teach children on how to tap into their spirituality by creating a spiritual curriculum that encompasses a holistic approach to learning.

            L.A. Williamson takes us through an easy to read narrative of a couple of educators’ journeys to incorporate yoga in public school classrooms. In one specific third grade classroom in Atlanta, Williamson described it as chaotic, where children struggled to focus, and their behaviors were a constant disruption to learning. The educator, being one who practiced yoga and found it to be helpful in relieving stress, decided to integrate this practice in her classroom. Behavior management can often pose itself as a challenge. (Williamson, 2013) This statement can apply to different age groups from as young as infancy up through young adulthood, especially if the educator doesn’t possess the tools to effectively manage their classroom. Williamson notes that the educator advocates five learning-specific benefits for children who practice yoga: fewer fights and arguments among students; better student decision making; increased self-awareness and self-esteem; improved concentration and retention; and more efficient use of class time. (Williamson, 2013) The second educator piloted a yoga program in a school with grades ranging from K-12. At the conclusion of the first year, the educator collected data through the use of the U.S. Department of Education’s Positive Behavior Interventions and Supports. She concluded that yoga is, in fact, an effective means for improving the behavior of the children thus having a positive effect on learning.

            In this editorial, J. Bubar shares several children’s perspectives on the positive results of practicing yoga at school. One child stated that she had trouble concentrating during tests. However, after attending weekly yoga classes at school, she described her mental state becoming more focused and less stressed. (Bubar, 2015) The use of yoga techniques in schools can assist children with relieving stress, interact better with peers, and focus on classwork. This main theme is captured in the article’s focus on teaching mindfulness (or calming the mind) in schools. Bubar shares that learning mindfulness can be obtained through yoga or meditation while clearing the mind of thoughts that are distracting and focusing on breathing. (Bubar, 2015) Both studies referenced in this literature has the commonality of studying fourth and fifth graders. It was determined that effects of attending yoga classes improved the children’s abilities to handle stressful situations, manage anger, and improve academic scores. 

            L. Veon takes a different approach to mindfulness through yoga by focusing on wellness to educate the whole child. The use of wellness promotes academic achievement, improves behavior patterns, and reduces anxiety and stress. Veon presents a couple of websites that point out the physiological benefits of the practice of yoga including its effects on the nervous system, the lowering of blood pressure, improved posture, and a healthier immune system. (Veon, 2012) It is common knowledge that healthier children excel academically than those of poorer health. Veon also presents the psychological and psychosocial benefits of yoga in the classroom. She provides research that proves that practices such as meditation increases executive functioning which includes characteristics such as self-awareness and self-control. (Veon, 2012) This blog, though short in length, presents a lot of content from a different perspective of the other writings reviewed and was quite informative.

            In summary, I found that all four pieces of literature shared the following commonalities

•        connecting spirituality with children,
•         use of yoga and/or meditation techniques to address disruptive behavior,
•         the improved focus of children after practicing yoga and becoming spiritually aware over time,

·                          managing stress and calming the mind; and 

•        the positive effects on children’s learning.

Implications

            The meditative and introspective nature of yoga provides the medium through which educators can use to include the typically developing child as well as those with special needs. One way this can be applied in an early childhood classroom would be in transitioning from a busier activity such as outdoor play to a quieter activity such as circle time or small group. Dim the lights in the room so that it’s not bright, but not dark. Have the children close their eyes and sit quietly on the carpet for one to two minutes until all are calm. With school aged children, this can be applied before study hall or preparing for a test. In the same manner as previously mentioned, dim the lights, and have them count in repetitions of 10 silently to themselves. This will continue over the course of five minutes. The children can sit at their desks or against the wall as long as their backs are straight. 

            Educators can utilize the practice of yoga to teach children self-regulation techniques when upset or distressed. This will in turn have a positive effect on children’s behavior to put them in the mindset to learn. This can be applied in an early childhood classroom during drop off time and a child is upset that the parent had to leave. Using the breathing techniques to help the child calm themselves down can be highly effective. This is accomplished by having the child to position their body on the floor in the “easy pose” (meaning sitting on their bottoms with their legs crossed), placing one hand over his/her heart, and place the other hand on the stomach. Instruct the child to take a deep in breath in, with the mouth open, and slowly release the air through the opened mouth. This is repeated several times until the child is calm. With older children, you can instruct them to sit with their back straight, hips pushed to the back of a chair or wall to promote posture, and complete the breathing technique in the same manner of the younger child.

            Educators can utilize stretches and poses that have been designed for children and incorporate breathing techniques to ease tense situations. One pose that can be effective is the “Superman” pose. This involves having the child to lay on their stomach with their arms kept on the side of their body. Simultaneously have the child raise their upper torso and legs and hold it for a count of five seconds, then release. Repeat increasing the duration as the pose becomes more comfortable. This pose is adaptable to any age group.

            Often children struggle in learning to understand their emotions, allowing short intervals of meditation techniques can be applied as part of an effective classroom management plan. One way to help children calm their minds is by having them focus on balance. The mountain pose is one that can be used to promote balance. Have the child stand straight with legs apart, no more than shoulder width, arms down to their side, and palms facing front. They should find a focal point directly in front of them to focus on.  Once the child has mastered that pose you can transition them into the tree pose, level one. From the mountain pose, have the child shift their weight to one leg. They will take the foot of the opposite leg and align it to the ankle of the leg bearing their weight to the point that the toe of the opposite foot is the only part touching the ground. The hands are brought to the front of the body in the prayer position. These poses can be incorporated several times throughout the day and require no equipment or space outside of the amount that the child’s body takes up.

Reflections

            The highlight of this assignment for me was learning more about yoga. I found it enjoyable to complete the implications because it aligned with my tasks for my job. It was challenging to read the scholarly articles because there was such an extensive use of citations that is was difficult to determine if the author had an original thought. Additionally, a lot of the ideas and terminology were common to practice, so being able to state a thought of my own was testing as it sometimes was parallel to the text.

Summary of Literature Review

Idea	Main themes/ideas in the literature	Application of the main ideas in practice (Implications)
1.) Spirituality between typically developing children vs. children with special needs	Children with special needs have heightened sensory sensitivity that should be contemplated when considering the inclusion of those children. Studying the spiritual domain can apply to all children, whether typically developing or special needs.	The meditative and introspective nature of yoga provides the medium through which educators can use to include the typically developing child as well as those with special needs.
2.) Use of yoga to enhance classroom management techniques	A look into a couple of educators’ journeys to incorporate a yoga program into public schools to address behavior issues among students.	Educators can utilize the practice of yoga to teach children self-regulation techniques when upset or distressed. This will in turn have a positive effect on children’s behavior to put them in the mindset to learn.
3.) Use of yoga to calm the mind	The use of yoga techniques in schools can assist children with relieving stress, interact better with peers, and focus on classwork.	Educators can utilize stretches and poses that have been designed for children and incorporate breathing techniques to ease tense situations.
4.) Use of wellness through yoga to educate the whole child	The use of wellness promotes academic achievement, improves behavior patterns, and reduces anxiety and stress.	Often children struggle in learning to understand their emotions, allowing short intervals of meditation techniques can be applied as part of an effective classroom management plan.

References

Harris, K.I. (2015). Children’s spirituality and inclusion: strengthening a child’s spirit with 

community, resilience and joy. International Journal of Children’s Spirituality, Vol. 20 (3-4), 161-177. Retrieved from http://dx.doi.org/10.1080/1364436X.2015.1086728 

Williamson, L.A (2013). Yoga in public schools. The Education Digest, 35-37. Retrieved from 

www.eddigest.com 

Bubar, J. (2015). Reading, math…yoga? Scholastic News Edition, 5/6, 6-7. Retrieved from 

www.scholastic.com/sn56

Veon, L. (2012). Yoga and mindfulness education educates the whole child. The Whole Child 

Education. Retrieved from http://www.wholechildeducation.org/blog/yoga-and-mindfulness-educates-the-whole-child