Contribution of diaphragmatic breathing versus mindfulness in the context of emotional regulation of children in school context
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Abstract
The birth of a child is a challenge for the family, school and society. It is the beginning of a journey and the opportunity to achieve full humanisation. This study aims to understand the contributions of diaphragmatic breathing versus Mindfulness in the development of emotional regulation in children in a school context. As methodology, a narrative literature review was conducted, following the mnemonic Population, Context and Concept (PPC). The following inclusion criteria were defined: children in school context, without restriction of gender, ethnicity, age or other personal characteristic; complete articles published in the period 2012-2022, in portuguese, spanish and english. The search was made in the Scielo, Pubmed, Web of Science, Medline and B-on databases. Diaphragmatic breathing, present in meditation, constitutes a tool in emotional regulation in the child in school context, as an aid in learning and modulation of responses to emotionally competent stimuli. This practice makes breathing slower and abdominal, more conscious, activates the parasympathetic system and decreases the
Respiratory Rate (RR) and Heart Rate Variability (HRV), reducing signs and symptoms of anxiety, attention deficit and promotes the feeling of relaxation. This contact should take place as early as possible, enhancing neuroplasticity and brain chemical connections. Children who meditate become more self-aware, more independent and more able to create relationships. Heart and respiratory rate significantly influence brain function, emotional processes, and cognitive functions such as attention, perception, memory and problem solving. Studies have shown that the introduction of diaphragmatic breathing versus mindfulness programmes in school settings is fundamental in cultivating self-awareness, emotional awareness and emotional literacy, which makes children more capable in learning and in human relationships.
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