Being Present: An Exploratory Study on the Use of Mindfulness in Early Childhood
AbstractThe changing landscape of early childhood care and education led us to wonder what mindfulness practices are used to promote a sense of well-being in young learners. An online pilot study was conducted to explore how some early childhood teachers in one U.S. state use mindfulness practices (e.g., yoga, meditation) with young children. Findings indicated that teachers implemented mindfulness practices for a variety of reasons, such as when they observed student stress, restlessness, or during transitions. Participants also indicated that the use of mindfulness practices produced positive benefits for individual children as well as for the entire class, including positive academic, social, and behavioral outcomes. Implications for practitioners and others are suggested.
IJHELD will not request copyright to published works. While authors will retain copyright, we do request first publication rights and will require that authors sign a release form granting IJHELD the right to publish the submission on our site. Works published in this open access journal are free to use, with proper attribution, for educational and non-commercial purposes.