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Reflective Portfolio Research on Yoga in Education Sharon Morgan 169120

Reflective Portfolio Research on Yoga in Education Sharon Morgan 169120. Aims. Visualisation Activity – Pratyahara Personal Reflection My Setting Overview of RYE Links to Emotional Literacy Conclusion Any Questions. Pratyahara Activity. The Wishing Fish. Personal Reflection.

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Reflective Portfolio Research on Yoga in Education Sharon Morgan 169120

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  1. Reflective Portfolio Research on Yoga in EducationSharon Morgan 169120

  2. Aims • Visualisation Activity – Pratyahara • Personal Reflection • My Setting • Overview of RYE • Links to Emotional Literacy • Conclusion • Any Questions

  3. Pratyahara Activity The Wishing Fish

  4. Personal Reflection • RYE is not stereotypical • Children showed immense enjoyment • RYE empowers the teacher • SEAL – emotional literacy • Steiner • Montessori

  5. What is SEAL? Self-awareness Managing feelings Motivation Empathy Social skills DfES 2005

  6. Emotional Literacy • Be effective and successful learners • Make and sustain friendships • Deal with and resolve conflict effectively and fairly • Solve problems with others and by themselves • Manage strong feelings such as frustration, anger and anxiety • To be able to promote calm and optimistic state that promote the achievement of goals • Recover from setbacks and persist in the face of difficulties • Work and play cooperatively • Compete fairly and win and lose with dignity and respect for competitors • Recognise and stand up for their rights and the rights of others • Understand and value the differences and commonalities between people, respecting the rights of others to have beliefs and values different from their own. (DfES 2005)

  7. Where Does RYE Fit In ? • Yama – to live together • Niyama – to eminent toxins and negative thoughts • Asana – to be in a good position/strengthen the spine • Pranayama – to learn how to breathe • Pratyahara – to learn to relax • Dharana – to learn how to concentrate and learn to learn

  8. ‘Once a child is able to identify an overwhelming emotion and name and place it, the feeling becomes easier to accept and control.’ (Cheesbrough et al 2006:36)

  9. Theorists • Steiner • Montessori

  10. Conclusion ‘Children will derive from yoga a lot of benefits which will be conducive to better learning and better relation with others.’ (Flak undated)

  11. References • Cheesbrough, M., Woodhouse, S. and Griffiths, R. ( 2006) Helping Children with Yoga. London: Network Continuum Education. • DCSF (2010) Sure Start Children’s Centres. [Online] available from: http://www.dcsf.gov.uk/everychildmatters/earlyyears/surestart/whatsurestartdoes/ [Accessed 15.3. 2010]. • DfES (2005) Excellence and Enjoyment: social and emotional aspects of learning. London: DfES. • Flak, M. (Undated) ‘The Launching of Yoga at School in A Dream Come True. Yoga at School. Yoga exercises for the classroom. RYE • Flak, M. (Undated) ‘Yoga at School’ in A Dream Come True. Yoga at School. Yoga Exercises. RYE. • Goleman, D. (1996) Emotional Intelligence Why it Can Matter More Than IQ. London: Bloomsbury. • Jefferson-Buchanan, R. (2009) Teachers’ TV: KS1/2 PE - Yoga Across the Curriculum.http://www.teachers.tv/videos/ks1-ks2-pe-yoga-across-the-curriculum • Jefferson-Buchanan, R. (2011) Health and Movement in Young Children – week 1 handout. Bath Spa. • Nicol, J. (2007) Bringing the Steiner Waldorf Approach To Your Early Years Practice. London: Routledge.

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