Guide to creative Mindfulness techniques for emotional regulation in children

Abstract

This study analyzes the contribution of a guide to creative mindfulness techniques to the emotional regulation of fifth-grade students in the General Basic Education program at the Fe y Alegría Educational Unit, located in the Quero canton. Conducted using a quantitative approach with a descriptive scope, as a field study employing a quasi-experimental, cross-sectional design, the study population consisted of 235 students. From this group, a non-probabilistic convenience sample of 15 students and one teacher was selected, and questionnaires were administered to them for data collection. The strategies implemented were the “Dragon” technique—aimed at promoting conscious breathing and emotional self-control through guided inhalation and exhalation exercises—and the “Five Senses” technique, designed to develop mindfulness through the perception of sensory stimuli. Both activities were carried out during the school day under the coordination of the researchers and with the support of the teacher. Significant improvements were observed: all students achieved greater control over their anger and sadness, while most improved their ability to recognize their emotions. Additionally, the teacher noted positive changes in the students’ behavior and overall development. It is concluded that the guide to creative mindfulness techniques is an effective strategy for strengthening emotional regulation, fostering social-emotional well-being, and promoting a participatory and harmonious learning environment.