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Pedagogies  \nJoanne Edmundson Independent Scholar  \nJennifer Jenson  \nUniversity of British Columbia  \nAbstract  \nThe purpose of this ethnographically informed research study was to explore the integration of making and mindfulness pedagogies in a single curricular intervention (“MakerMinds”) and, in particular, how making engages students in mindfulness content and encourages their independent use of mindfulness tools. Mindfulness programs have long been used to promote mental health in clinical and non-clinical settings. Related research with school-aged children is limited, however, and the problem of how to fully engage them in mindfulness programming remains unsolved. Here, we report on the experiences of 24 Grade 4 students in MakerMinds over an eight-week period. Qualitative data from multiple sources revealed a program successful in engaging students and encouraging their application of mindfulness tools as needed in their daily lives. It also positively impacted conceptual and experiential knowledge of mindfulness and developed students’ agentic awareness of themselves as problem-solving makers and nascent mindfulness practitioners.  \nKeywords: constructionism, making, makerspace, meditation, mental wellness, mindful learning, mindfulness, student wellness  \nCanadian Journal of Education / Revue canadienne de l’éducation 45:2 (2022)©2022 Canadian Society for the Study of Education/  \nSociété canadienne pour l’étude de l’éducation [www.cje-rce.ca](www.cje-rce.ca)  \nMakerMinds: An exploratory study of making and mindfulness pedagogies 482  \nRésumé  \nLe but de cette recherche ethnographique était d’explorer l’intégration des pédagogies de la fabrication et de la pleine conscience dans une intervention curriculaire unique (« MakerMinds ») . Plus particulièrement, de découvrir comment la fabrication engage les élèves dans le contenu de la pleine conscience et encourage leur utilisation indépendante des outils de pleine conscience. Les programmes de pleine conscience sont utilisés depuis longtemps pour promouvoir la santé mentale dans des milieux cliniques et non cliniques. Cependant, les recherches connexes auprès d’enfants d’âge scolaire sont limitées et la question sur la façon de les impliquer pleinement dans les programmes de pleine conscience demeure ouverte. Nous rapportons ici les expériences de 24 élèves de 4e année qui ont suivi l’intervention curriculaire MakerMinds sur une période de 8 semaines. Des données qualitatives provenant de plusieurs sources ont révélé un programme parvenant à impliquer les étudiants et à les encourager à utiliser les outils de pleine conscience dans leur vie quotidienne. Cela a également eu un impact positif sur les connaissances conceptuelles et expérientielles de la pleine conscience et contribué à développerl’agentivité des élèves en tant que concepteurs de solutions et praticiens émergents de la pleine conscience.  \nCanadian Journal of Education / Revue canadienne de l’éducation 45:2 (2022) [www.cje-rce.ca](www.cje-rce.ca)  \nMakerMinds: An exploratory study of making and mindfulness pedagogies 483  \nIntroduction  \nMindfulness programs have become an increasingly popular method of supporting mental wellness in Western secular settings, including schools. Training in mindfulness has proven effective for promoting mental well-being amongst adults and, though the studies are limited, amongst children and youth as well (Beauchemin et al., 2008; Flook et al., 2010; Gouda et al., 2016; Kabat-Zinn, 2013; Meiklejohn et al., 2012) . However, these programs often struggle to fully engage the interests or attention of many young people (Brittonet al., 2014; Maloney et al., 2016; Milligan et al., 2013) . Given the abstract, intangible nature of the core content of any mindfulness program, in addition to the necessary elements of silence and stillness that might be challenging for some children to embrace, this struggle with engagement i","cbCaivjbRsHyBxpk","https://ap.wps.com/l/cbCaivjbRsHyBxpk","pdf",448362,31,"English","# Abstract\n# Introduction\n# Background\n## Mental Wellness in Children and Youth","[{\"question\":\"What does the MakerMinds intervention focus on?\",\"answer\":\"MakerMinds integrates making and mindfulness pedagogies in a single curricular intervention, aiming to show how making helps engage students with mindfulness content and supports independent mindfulness tool use.\"},{\"question\":\"How long did the study run and who participated?\",\"answer\":\"The study reports experiences of 24 Grade 4 students over an eight-week period.\"},{\"question\":\"What were the key outcomes observed from the program?\",\"answer\":\"Qualitative multi-source data indicated the program successfully engaged students, encouraged application of mindfulness tools in daily life, improved conceptual and experiential understanding, and supported students’ agentic awareness as makers and emerging mindfulness practitioners.\"}]","MakerMinds - An Exploratory Study of Making and Mindfulness Pedagogies | PDF",1792082750,78]