Meditation Corner

This meditation corner provides children with a sanctuary to relax by reading books, playing puzzles, resting or looking at family pictures.
Target age group and context:
Kindergarten Children
Ages 4-5
Curriculum links:
Early Years Learning Framework (DEEWR, 2009)
Queensland Kindergarten Guideline (QSA, 2013)
Identity
A kindergarten child who has a strong sense of identity:
is building a sense of security and trust
acts with increasing independence and perseverance
is building a confident self-identity.
Related EYLF learning outcome: Children have a strong sense of identity (DEEWR, 2009).
Connectedness
A kindergarten child who is connected with and contributes to their world:
is building positive relationships with others
shows increasing respect for diversity
shows increasing respect for environments.
Related EYLF learning outcome: Children are connected with and contribute to their world (DEEWR, 2009).
Wellbeing
A kindergarten child who has a strong sense of wellbeing:
is building a sense of autonomy and wellbeing
explores ways to show care and concern and interact positively with others
Related EYLF learning outcome: Children have a strong sense of wellbeing (DEEWR, 2009).
Active learning
A kindergarten child who is a confident and involved learner:
is building positive dispositions and approaches toward learning
shows increasing confidence and involvement in learning
Related EYLF learning outcome: Children are confident and involved learners (DEEWR, 2009).
Communicating
A kindergarten child who is an effective communicator:
explores and expands ways to use language
explores and engages with literacy in personally meaningful ways
explores and engages with numeracy in personally meaningful ways.
Related EYLF learning outcome: Children are effective communicators (DEEWR, 2009).
Specific features, positive learning interactions and pro-social behaviour:
Family photos: The incorporation of family photographs and portraits allow children to reflect on their family life. Positive interactions can
be promoted through communication with these photos as children are curious about other childrens photos. This communication can be
verbal and non-verbal (DEEWR, 2009). This section of the meditation corner also promotes inclusion within the classroom as children
begin to accept diversity from a range of different perspectives. These photos may also promote a sense of belonging in the classroom
through the children feeling at home and apart of the community of learners (QSA, 2013).
Cushions and blankets: This aspect of the meditation area provides children with comforts they would have at home such as cushions and
blankets. This provides continuity from home into the classroom by making them feel as though they belong (QSA, 2013). This aspect also
provides a resting area where the children are able to go to during the day if they are feeling tired, upset, they want to relax or if they
need to calm themselves down (Porter, 2006).
Books and puzzles: Books and puzzles provide children with an activity to do whilst in the meditation corner. These may act as a
therapeutic remedy to calm them down or when they need time to self-regulate (Porter, 2006). This area can also provide time for
collaboration amongst children when they are reading or playing quietly which is demonstrating pro-social behaviour when sharing and
cooperating with others (QSA, 2013).
Relevant perspectives and theories:
Children Democratic Approach
Learning Vygotsky
Behaviour Louise Porter
Child theory and perspectives: When children have control over their environment it promotes autonomy in their own learning. When
they are able to partake in shared decision making they take responsibility over their decisions and take pride in what they have
accomplished (Rightmyer, 2003). By allowing the students to actively participate in the creation of the meditation corner, they are
motivated and engaged in learning (QSA, 2013). Through shared decision making they are collaborating harmoniously together as a group
of children (Patrick, Ryan & Kaplan, 2011).
Humanist theories present children in a way that states children are driven to become the best that they can be. This is achieved through
the goodness of human nature and a childs competency which leads to a constructivist approach. This suggests that children are
trustworthy and should be encouraged to use autonomy by directing and making decisions/choices for themselves (Porter, 2000).
Learning theory and perspectives: Children are able to construct knowledge through positive social interactions. Constructing knowledge
is different to acquiring it. Construction of knowledge happens when children build on their past experiences through collaboration with
peers and facilitation from the teacher. The teacher places the child in the zone of proximal development by challenging the children
(Marsh, 2010). The educator also provides appropriate scaffolding for each individual based on their abilities and where their inquiry takes
them (Woolfolk & Margetts, 2010).
Behaviour theory and perspectives: It is very important in the Early Years for children to manage their behaviour and develop a sense of
right and wrong. They need to be considerate of their actions and need to know that they need to behave appropriately because it is the
right thing to do; not because they will be punished for doing the wrong thing. Another aspect of behaviour is keeping their behaviour
under control by managing their emotions (Porter, 2006). This can be managed by having the meditation corner in the classroom where
the children can go to self-regulate their emotions and therefore control their behaviour in a safe environment (Woolfolk & Margetts,
2010).





References
Department of Education, Employment and Workplace Relations (DEEWR). (2009). Early Years Learning Framework. Melbourne: DEEWR.
Patrick, H., Ryan, A., & Kaplan, A. (2011). Positive classroom motivational environments. Journal of Educational Psychology, 103(2), 367-
382.
Marsh, C. (2010). Becoming a teacher: Knowledge, Skills and Issues. Frenchs Forest, NSW: Pearson Australia.
Porter, L. (2006). Guiding childrens behaviour. Retrieved from http://leo.acu.edu.au/course/view.php?id=9606
Porter, L. (2000). Student behaviour; theory and practice for teachers. Retrieved from
http://leo.acu.edu.au/mod/resource/view.php?id=495766
Queensland Studies Authority (QSA). (2013). Queensland kindergarten learning guidelines. South Brisbane: Queensland Studies Authority.
Rightmyer, E. (2003). Democratic discipline in your classroom. Young Children, 1-5.
Woolfolk, A., & Margetts, K. (2010). Educational Psychology (2nd ed.). Frenchs Forest, NSW: Pearson Education.