Spodbujanje čuječnosti s pomočjo zvoka in glasbe v osnovnih šolah

Vodošek, Anja (author), Habe, Katarina (mentor), Pučko, Špela (comentor)

V zadnjih letih je vse večji poudarek namenjen duševnemu zdravju, notranjemu ravnovesju in iskanju učinkovitih načinov spoprijemanja s stresom, zato vse pogosteje v ospredje stopa čuječnost. Ta predstavlja zavestno in nepresojajoče usmerjanje pozornosti na sedanji trenutek ter spodbuja zavedanje misli, čustev in telesnih občutkov. Pomembno prispeva k izboljšanju splošne dobrobiti posameznika. V teoretičnem delu je predstavljen pomen čuječnosti, njena vloga v vzgoji in izobraževanju ter možnosti povezovanja z zvokom in glasbo v osnovni šoli. Opisani so njeni učinki na učence, zlasti v šolskem okolju, kjer lahko prispevajo k boljši učni uspešnosti, večji koncentraciji, kakovostnejšim socialnim odnosom in boljši čustveni regulaciji. Poudarjena je tudi vloga učitelja, ki mora čuječnost najprej dobro razumeti in jo avtentično živeti, da jo lahko uspešno vključuje v pedagoško prakso. Poseben poudarek je namenjen zvoku in glasbi kot sredstvu za spodbujanje čuječnosti. Glasba vpliva na kognitivni, čustveni, socialni in motorični razvoj otrok, krepi empatijo, sodelovanje, ustvarjalnost ter spodbuja motivacijo učencev. Premišljene glasbene intervencije in skupinske glasbene dejavnosti lahko prinašajo pomembne pozitivne učinke na učence. V empiričnem delu smo z anketnim vprašalnikom raziskali poznavanje in razumevanje čuječnosti med 192 učitelji slovenskih osnovnih šol ter njeno vključevanje v pedagoški proces. Ugotovili smo, da je pojem med učitelji relativno dobro poznan, povezujejo pa ga z zavedanjem, s pozornostjo in prisotnostjo. Večina se je z izrazom prvič srečala na organiziranih izobraževanjih in delavnicah. Glasbo kot sredstvo za spodbujanje čuječnosti učitelji pogosteje uporabljajo v zasebnem življenju kot v pedagoškem procesu, pri čemer je glavna ovira za njeno vključevanje pomanjkanje lastnega znanja in usposobljenosti. Učitelji so v veliki meri pripravljeni, da v prihodnje v pedagoški proces vključijo glasbene dejavnosti za spodbujanje čuječnosti, namenjene učencem in učiteljem.

• Language: Slovenian
• Keywords: čuječnost, učitelji, glasba, zvok, osnovna šola
• Work type: Master's thesis/paper
• Organization: AG - Academy of Music
• Year: 2026
• PID: 20.500.12556/RUL-186865
• Publication date in RUL: 06.09.2026

Secondary language

• Language: English
• Title: Promoting Mindfulness through Sound and Music in Primary Schools

Abstract

In recent years, there has been increasing emphasis on mental health, inner balance, and effective ways to cope with stress, which is why mindfulness is gaining prominence. Mindfulness involves consciously and non-judgementally directing attention to the present moment, fostering awareness of thoughts, emotions, and bodily sensations. It makes an important contribution to improving overall wellbeing. The theoretical section highlights the importance of mindfulness, its role in upbringing and education, and the potential for integrating mindfulness with sound and music in primary schools. Its effects on pupils are described, particularly in the school environment, where mindfulness can contribute to better academic performance, greater concentration, higher-quality social relationships, and improved emotional regulation. The crucial role of the teacher is also emphasised. The teacher must first fully understand mindfulness and embody it authentically to integrate it effectively into pedagogical practice. Special attention is given to sound and music as tools for promoting mindfulness. Music influences children's cognitive, emotional, social, and motor development, strengthens empathy, cooperation, and creativity, and fosters student motivation. Well-designed musical interventions and group musical activities can have significant positive effects on students. In the empirical section, we used a survey to examine the awareness and understanding of mindfulness among 192 teachers in Slovenian primary schools and its integration into the pedagogical process. We found that the concept is relatively well known among teachers, who associate it with awareness, attention, and presence. Most teachers first encountered the term at organised training sessions and workshops. Teachers use music to promote mindfulness more frequently in their private lives than in the pedagogical process, with the main obstacle to its integration being a lack of personal knowledge and competence. Teachers are largely willing to incorporate musical activities for promoting mindfulness into the pedagogical process in the future, intended for both pupils and teachers.

• Keywords: mindfulness, teachers, music, sound, primary school