“It’s Like Breathing In Blue Skies and Breathing Out Stormy Clouds”

Erwin, Elizabeth J.; Robinson, Kimberly A.; McGrath, Greg S.; Harney, Corrine J.

doi:10.1177/1096250615593326

Cited by 5 publications

(2 citation statements)

References 31 publications

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“…The regulation of attention is associated with the development of executive function skills (Wood et al, 2018) and are important for school-readiness and future academic achievement (Rabiner et al, 2016). Recent educational reforms are a global concern and have resulted in curriculum narrowing, with lessons becoming more formal, prescribed and less play-based in the early years (EYs) 1 (Albrecht et al, 2012; Erwin et al, 2017). Increased educational pressures may also be contributory to findings that very young children are experiencing stress, inattention and anxiety (Erwin et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Recent educational reforms are a global concern and have resulted in curriculum narrowing, with lessons becoming more formal, prescribed and less play-based in the early years (EYs) 1 (Albrecht et al, 2012; Erwin et al, 2017). Increased educational pressures may also be contributory to findings that very young children are experiencing stress, inattention and anxiety (Erwin et al, 2017). Research suggests there is more potential towards brain plasticity during periods of early childhood and this can be shaped by external experiences and environmental stimuli (Cioni et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the implementation of mindfulness approaches in an early years setting

Holt¹,

Atkinson

Douglas-Osborn

2021

Journal of Early Childhood Research

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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.

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