Investigating the Effects of Brain Respiration on Children’s Behavior

Geoffrey K Leigh,Cynthia Robinson,Steven Bernard Hollingsworth

doi:10.5195/jyd.2009.263

Geoffrey K Leigh, Cynthia Robinson + Show 1 more

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https://doi.org/10.5195/jyd.2009.263

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Abstract

Building on the increasing number of programs designed to enhance brain development, a program developed in Korea, Brain Respiration, was adapted to a school in Nevada. Classes were offered twice weekly to a class of fourth and fifth grade students with control group classes assessed in the same school. Self-report surveys, teacher observations, and standardized reading and math scores were used to determine effects of the program on the students. Some differences were found in the pretest for the survey and the observation, with control groups scoring higher. There were differences in some post-test scores, with treatment group children scoring higher when differences did occur. There also were differences in the reading and math scores, with control groups scoring higher than the overall treatment group, but not higher when compared to those actively participating in the program. Such differences are discussed as well as other issues possibly influencing the effects.

Highlights

Brain Research and Children’s Development While cognitive development has been of interest for a long time to those involved in research and educational practices with children, a major focus on brain research expanded dramatically following the landmark work of Gardner (1983), which continues to be extended (Gardner, 1999)
For example, that students participating in the Brain Respiration (BR) program would be better able to focus their attention, would exhibit greater creativity, feel healthier, and act more peacefully and kind to others than the control students
We wanted to see if we could influence the behavior and attention focusing of this group of elementary school children, as well as increase the reading and math scores with a 12 week program

Summary

Introduction

Brain Research and Children’s Development While cognitive development has been of interest for a long time to those involved in research and educational practices with children, a major focus on brain research expanded dramatically following the landmark work of Gardner (1983), which continues to be extended (Gardner, 1999). Gardner outlined the argument and foundation for multiple intelligences and its relationship to brain development in children Following his summary, increasing interest has occurred in how professionals working with children might facilitate development of different types of intelligences rather than assuming only one type. Teachers, administrators, and parents have become increasingly interested in practices that are related to different types of intelligence development (Fogerty, 2002). They began to look for and develop ways to help children with diverse aspects of intelligence, including linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, and personal (Jensen, 1998, 2001). Researchers argue convincingly from their work and others that brain and body are closely interconnected, including aspects of memory, which gives us a different view of importance of mind/body connection (Pert, 1997)

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