Preschool Teachers’ Mindfulness and Children’s Social, Emotional, and Behavioral Functioning

Jeon, Lieny; Ardeleanu, Katherine; Zhao, Xiangyu

doi:10.1007/s12671-022-01941-4

Cited by 3 publications

(2 citation statements)

References 48 publications

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“…Previous research suggests that teacher creativity, innovation and sensitivity foster a mindful classroom where teachers are aware of present moment activities and can adapt to the needs of individual children and the group (Capel, 2012). Additionally, when teachers are mindful in their daily interactions with children by observing, describing, and acting with awareness, nonjudgement and nonreactivity, multiple child social and emotional wellbeing domains are supported (Jeon et al, 2022). Hence, educator responsivity is necessary to adapt the environment to the needs of the children utilising the space.…”

Section: Discussionmentioning

confidence: 99%

Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development

Tamblyn,

Sun,

North

et al. 2023

Australasian Journal of Early Childhood

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This study explored educators’ perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children’s social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children’s social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space.

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Section: Discussionmentioning

confidence: 99%

Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development

Tamblyn,

Sun,

North

et al. 2023

Australasian Journal of Early Childhood

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show abstract

“…Teachers with higher mindfulness may also be more aware of their own emotional states and how these impact the social and emotional climate supporting their capacity to self-regulate under stress (Schussler et al, 2016;. Indeed, teacher mindfulness is positively associated with the provision of emotional support in classrooms ) and children's social competence, aggression, and self-regulation (Jeon et al, 2022). Teacher mindfulness has also been found to moderate the association between teachers' perceived workload stress or general stress and components of job burnout (Abenavoli et al, 2013;Guidetti et al, 2019) and teachers' emotional supportiveness (Elreda et al, 2018).…”

Section: Educator Competenciesmentioning

confidence: 99%

Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes

Brown,

Jennings,

Rasheed

et al. 2023

Applied Developmental Science

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Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5 th grade teachers (Mage = 41.5) and 5200 children (Mage = 7.7years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) professional development program on eight child academic and social emotional outcomes, most teacherreported. Positive effects of CARE were found for engagement in learning, motivation for learning, and reading competence. CARE was unexpectedly related to increased conflict. CARE teachers initially low in mindfulness reported children as higher on engagement, motivation, reading competence, and math competence compared to children of control group teachers low in mindfulness. Unexpectedly, CARE teachers high in mindfulness at baseline reported children as lower in social skills compared to high mindfulness teachers in the control condition.

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Direct and Moderating Impacts of the CARE Mindfulness-Based Professional Learning Program for Teachers on Children’s Academic and Social-Emotional Outcomes

Brown¹,

Jennings²,

Rasheed³

et al. 2023

Preprint

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Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (Mage = 41.5) and 5200 children (Mage = 7.7years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) professional development program on eight child academic and social emotional outcomes, most teacher-reported. Positive effects of CARE were found for engagement in learning, motivation for learning, and reading competence. CARE was unexpectedly related to increased conflict. CARE teachers initially low in mindfulness reported children as higher on engagement, motivation, reading competence, and math competence compared to children of control group teachers low in mindfulness. Unexpectedly, CARE teachers high in mindfulness at baseline reported children as lower in social skills compared to high mindfulness teachers in the control condition.

show abstract

Preschool Teachers’ Mindfulness and Children’s Social, Emotional, and Behavioral Functioning

Cited by 3 publications

References 48 publications

Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development

Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development

Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes

Direct and Moderating Impacts of the CARE Mindfulness-Based Professional Learning Program for Teachers on Children’s Academic and Social-Emotional Outcomes

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