Year of Award
2021
Document Type
Thesis
Degree Type
Master of Arts (MA)
Degree Name
Education
Department or School/College
Phyllis J. Washington College of Education
Committee Chair
Dr. Jingjing Sun
Commitee Members
Dr. Jeb Puryear, Dr. Matthew Schertz
Keywords
GoZen, mindfulness, social-emotional regulation, so-teach, self-regulation
Subject Categories
Education
Abstract
This study analyzes the relationship between social emotional regulation and the program entitled GoZen!, for ten Kindergarteners in a Montana School over the course of a consistent nineteen weeks. To do this, a group of ten Kindergarten students’ behaviors were observed to compare the baseline number of visible self-regulation strategies to that following the initial modules, as well as following the entire GoZen! program. The data showed great promise with a 75% reduction in physical disruptions, an 85% reduction in harmful disruptions and a 18% reduction in verbal disruptions. The program used consisted of watching two-hundred and four short cartoon videos, as well as discussions and worksheets outlined in them. Students stated that they enjoyed the program. Furthermore, behaviors that exhibited visual self redirection and self regulating increased dramatically. Initially, students were seen purposefully using a strategy to regulate themselves eight times in one week. Following the initial GoZen! modules, there was a 300% increase, bringing the total to thirty-two times per week. Upon completion of the entire collection of the GoZen! resources, students visually self redirected or regulated thirty times for a slight drop from the completion of the basic set of modules, but still up 275% from the initial observation.
Recommended Citation
Johnstone, Suzanne, "GoZen in the Kindergarten Co-Teach Classroom" (2021). Graduate Student Theses, Dissertations, & Professional Papers. 11702.
https://scholarworks.umt.edu/etd/11702
Included in
© Copyright 2021 Suzanne Johnstone