Recherche-action en yoga pour soutenir de jeunes élèves de 1re année du primaire dans le développement de leurs capacités attentionnelles et de leur régulation émotionnelle
The beginning of schooling involves many constraints, which are not always suitable for young children, notably in regard to unrealistic attention expectations. From a preventive perspective, it is essential to tool young learners to face the different challenges they encounter upon entering school. Yoga seems to be most beneficial for supporting students. Since this discipline allows them to develop an ability to remain in the present moment, by not being distracted by external thoughts or stimuli, which would thus support children to engage in their learning. The intervention implemented in this thesis is based on the branches of yoga defined by Patanjali, without omitting the ethical aspect of this ancestral practice developed through children’s literature, an element often neglected in the westernization of yoga, who often only retains physical postures. The Bucheton and Soulé model (2009) served as the basis to grasp the teaching practice, from a reflective perspective of the teaching action, so to refine the intervention. The approach adopted is mainly qualitative, although certain quantitative tools have been retained. The latter were not found to be significant given the short duration of the 3 months intervention. To examine the impact on attention and emotional regulation, case studies were carried out. It turns out that the intervention was effective for all participants (N=8) in varying ways depending on their temperament and their priority needs. The impact of the results led to the formulation of 16 recommendations for a yoga practice in the classroom context.
Yoga Attention Mindfulness Meditation Emotions Emotional regulation Attention skills Executive function Primary school