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I Feel My Heart: Facilitating Bodily...

Buono, Alexia.

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I Feel My Heart: Facilitating Bodily Experiences with Young Children through a Mindfully Somatic Pedagogy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	I Feel My Heart: Facilitating Bodily Experiences with Young Children through a Mindfully Somatic Pedagogy./
Author:	Buono, Alexia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	252 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
Contained By:	Dissertations Abstracts International79-10A.
Subject:	Dance. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10744980
ISBN:	9780355680201

I Feel My Heart: Facilitating Bodily Experiences with Young Children through a Mindfully Somatic Pedagogy.
Buono, Alexia.

I Feel My Heart: Facilitating Bodily Experiences with Young Children through a Mindfully Somatic Pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 252 p.

Source: Dissertations Abstracts International, Volume: 79-10, Section: A.

Thesis (Ed.D.)--State University of New York at Buffalo, 2018.

This item must not be sold to any third party vendors.

There has been ample distress in early childhood classrooms due to a cultural bias of Cartesian dualism which has led to what Tobin (2004) described as the disappearance of the body in early childhood education. Efforts of bringing about a shift in pedagogical practices in early childhood and dance education away from Cartesian dualism and towards a holistic, embodied view of the self must be supported and developed. The purpose of this study was to qualitatively explore and characterize the Mindfully Somatic Pedagogy and children's bodily experiences. The secondary purpose was to describe how those experiences were implemented in an early childhood setting. I investigated the case of a preschool yoga class I taught while implementing a Mindfully Somatic Pedagogy through a research design of a case study with phenomenological and dance-based research methods. Grounded in theories of Humanistic Learning Theory, embodied consciousness, somatics, and mindfulness, I conducted data analysis using thematic analysis, a narration of common experiences, Laban Movement Analysis, and bodily writing. I found that a Mindfully Somatic Pedagogy created a predictable, pedagogical environment where young children were mindfully allowed to make autonomous choices as they developed cognitively, social-emotionally, and communicatively. Young children's somatic knowledge and experiences grew through mindfully somatic movement, touch, and mirroring. The essence of the experience was mindfully somatic embodiment which afforded a synthesis of the verbal and nonverbal, inner and outer, self and other, and mind and body. This research provides a basis for understanding how the details of one's pedagogy can curate holistic, first person experiences of young children's embodied self within a classroom.

ISBN: 9780355680201Subjects--Topical Terms:

610547
Dance.

I Feel My Heart: Facilitating Bodily Experiences with Young Children through a Mindfully Somatic Pedagogy.
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500 $a Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ed.D.)--State University of New York at Buffalo, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a There has been ample distress in early childhood classrooms due to a cultural bias of Cartesian dualism which has led to what Tobin (2004) described as the disappearance of the body in early childhood education. Efforts of bringing about a shift in pedagogical practices in early childhood and dance education away from Cartesian dualism and towards a holistic, embodied view of the self must be supported and developed. The purpose of this study was to qualitatively explore and characterize the Mindfully Somatic Pedagogy and children's bodily experiences. The secondary purpose was to describe how those experiences were implemented in an early childhood setting. I investigated the case of a preschool yoga class I taught while implementing a Mindfully Somatic Pedagogy through a research design of a case study with phenomenological and dance-based research methods. Grounded in theories of Humanistic Learning Theory, embodied consciousness, somatics, and mindfulness, I conducted data analysis using thematic analysis, a narration of common experiences, Laban Movement Analysis, and bodily writing. I found that a Mindfully Somatic Pedagogy created a predictable, pedagogical environment where young children were mindfully allowed to make autonomous choices as they developed cognitively, social-emotionally, and communicatively. Young children's somatic knowledge and experiences grew through mindfully somatic movement, touch, and mirroring. The essence of the experience was mindfully somatic embodiment which afforded a synthesis of the verbal and nonverbal, inner and outer, self and other, and mind and body. This research provides a basis for understanding how the details of one's pedagogy can curate holistic, first person experiences of young children's embodied self within a classroom.
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