Receptive vocabulary was measured using the PPVT-4 ( direct assessment). MeasuresĮxecutive function was measured using the BRIEF-P (parent and teacher report). The majority of children in the sample were socially disadvantaged with 72% being eligible for free or reduced-price lunch and over 80% were of Hispanic ethnicity. This study was conducted in the U.S., with a sample of 47 children aged 4. One year group constituted the control group, the following year group constituted the treatment group. Participants were drawn from two cohorts in prekindergarten and followed through to the end of kindergarten. Over the longer term, children are equipped with and apply social and emotional knowledge, attitudes, and skills to obtain better academic achievement, improved prosociality, and positive mental health.In the short term, children understand how the brain experiences and regulates emotions, can apply strategies to focus attention and calm down, and are better able to act prosocially with their peers and community.This is supported by fostering a school-wide mindful culture to support wellbeing and academic outcomes. Using an educational neuroscience approach, the programme teaches children strategies to focus attention, regulate emotions, and engage in prosocial behaviours in order to foster positive academic, social, and emotional well-being.Robust social and emotional competencies, such as self-awareness, self-management, and social awareness, facilitate children’s readiness for learning, prosocial behaviour, and positive mental health.How does it work? (Theory of Change) How does it work? There is no licence required to run this programme. Ongoing CPD sessions for MindUP school leads are provided. Enhanced resources will be available in 2020 on the new UK website. Teachers receive digital decks to teach each of the 15 lessons.Programme fidelity is maintained through the following processes: What are the systems for maintaining fidelity? It is recommended that practitioners are supervised by two MindUP consultants (qualified to NFQ-7/8 level), with 5 days of programme training and a MindUP school lead who is a teacher or member of the leadership team at the school offering MindUP.Practitioner supervision is provided through the following processes: Booster training of practitioners is not required. The practitioners have 26 hours of programme training.The practitioner who delivers this programme is a teacher with NFQ-7/8 level qualifications.What are the implementation requirements? Who can deliver it? The length of these breaks is tailored to the age of the children and their needs. A core element of the programme is “The Brain Break”, a mindfulness practice that is intended to be practiced 3 times per day and consists of focusing on a stimulus, e.g., a sound.Literature suggestions and opportunities for reflection on learning are built into each lesson. Each lesson provides the teacher with a detailed background to the lessons, including why and how each lesson links to previous learning to inform new learning.There are applications to real life and cross curricular learning.Each lesson revisits the neuroscience underpinning the lesson theme and involves interactive and engaging activities, including individual and group work.There are 15 sequential lessons that can be taught across one academic year or can be taught in a 15-week block.MindUP is delivered in 15 sessions of 20 to 30 minutes duration each by one class teacher, to one class/group of children.About the programme What happens during the delivery? How is it delivered?
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