Young children’s experiences with yoga in an early childhood setting

ABSTRACT

School-based yoga programmes have been implemented in schools across the United States with promising results. However, the majority of research on yoga programmes has occurred within the K-12 setting. Much less is known about the benefits of yoga with young children. The current body of research on yoga and young children has been quantitative and aimed at measurable results. Conversely, the purpose of this study was to investigate young children’s experiences with yoga through a qualitative approach. Observations of yoga classes and group interviews with 34 preschool children were conducted. Participants were encouraged to be active agents in the research through language, creative art, and movement. This became data for qualitative analysis to ‘visualize children’s voice’. The findings indicated that children’s perceptions of yoga were overwhelmingly positive and that they would continue yoga if given the opportunity.

KEYWORDS:

• Yoga
• early childhood development
• self-regulation
• children’s voice

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Alicia Cooper Stapp is an Assistant Professor of Health and Physical Education within the School of Education at the University of Mississippi. Dr Stapp developed and now coordinates a Wellness and Physical Activity endorsement programme for education majors at the University of Mississippi.

Kenya Wolff is an Assistant Professor of Early Childhood Education within the School of Education at the University of Mississippi. Dr. Wolff's research utilizes critical qualitative methodoligies and focuses on social justice across various contexts of childhood.

ORCID

Alicia Cooper Stapp http://orcid.org/0000-0003-1528-212X