Exploring the Implementation of Mindfulness Approaches in an Early Years Setting

Autor/inn/en	Holt, Stephanie; Atkinson, Cathy; Douglas-Osborn, Erica
Titel	Exploring the Implementation of Mindfulness Approaches in an Early Years Setting
Quelle	In: Journal of Early Childhood Research, 20 (2022) 2, S.214-228 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holt, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X211052790
Schlagwörter	Metacognition; Action Research; Educational Benefits; Preschool Children; Stress Variables; Anxiety; Attention Control; Preschool Teachers; Teaching Methods; Reflective Teaching; Teacher Collaboration; School Psychologists; School Districts; Foreign Countries; Asians; English (Second Language); Second Language Learning; Childrens Attitudes; Stress Management; United Kingdom (England) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Projektforschung; Bildungsertrag; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Angst; Aufmerksamkeitstest; Erzieher; Erzieherin; Kindergärtnerin; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School district; Schulbezirk; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Stressmanagement; Stressbewältigung
Abstract	Children as young as pre-school are experiencing difficulties related to stress, anxiety and inattention which could be supported through the use of mindfulness. However, there is very little research on how to effectively deliver mindfulness approaches within Early Years (EYs) practice. A year-long action research project was conducted with an EYs setting to explore how EYs practitioners can effectively deliver mindfulness, understanding their perceptions of the impact, facilitators and challenges to successful implementation. Findings revealed various facilitating factors including: developing effective and inclusive mindfulness approaches; reflecting on practice; working collaboratively and creating a supportive community. Challenges included issues related to the school context and delivery of mindful approaches. Findings revealed perceived benefits for the children, staff and the EYs setting. Implications for practice suggest it is feasible for school psychologists to support EYs settings to develop mindfulness practices using an action research approach. Future research and study limitations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01