The joy of being: making way for young children's natural mindfulness

Erwin, Elizabeth J.; Robinson, Kimberly A.

doi:10.1080/03004430.2015.1029468

Cited by 9 publications

(4 citation statements)

References 21 publications

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“…For example, some forms of sitting meditation may be impractical for younger children compared to adolescents. Alternatively, some interventions may be more successful for younger children rather than older children (Erwin and Robinson, 2016). This difference may be due to children's different and evolving attention spans, and metacognitive ability, which may prompt different outcomes.…”

Section: Mindfulness Contemplative Practices and Age Developmentmentioning

confidence: 99%

How Relaxing Develops and Affects Well-being Throughout Childhood

2022

Innocenti Working Papers

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Section: Mindfulness Contemplative Practices and Age Developmentmentioning

confidence: 99%

How Relaxing Develops and Affects Well-being Throughout Childhood

2022

Innocenti Working Papers

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“…In a meta-analysis of Psychological Well-Being studies, Weiss et al conclude that 'psychological wellbeing can be significantly improved to a moderate extent ' (2016: 12). A smaller review of the literature on 'mindfulness' (including the use of yoga, relaxation and breathing exercises) concludes that it can be effective in promoting young children's well-being (Erwin and Robinson, 2016).…”

Section: Well-being: What Is It and Why Does It Matter?mentioning

confidence: 99%

Loved or listened to? Parent and practitioner perspectives on young children’s well-being

Robson

Brogaard-Clausen

Hargreaves

2017

Early Child Development and Care

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Well-being is a significant concept in research, policy and practice in education, but consensus about what it is is challenging. In addition, the well-being of children under eight is under-researched. Using online surveys, this paper looks at the perspectives of 155 parent/carers and 285 practitioners in England on young children's well-being. In many areas there were high levels of agreement: the importance of fun and laughter, feeling good about oneself, feeling listened to, good family relationships, time and space to play and opportunities to express thoughts and feelings. Parents/carers emphasized 'love' whilst practitioners emphasized listening to children. Practitioners also strongly emphasized the importance of their relationships with children and parents/carers. The paper concludes that, whilst the perspectives of parents/carers and practitioners are valuable, a full understanding of young children's well-being needs to include their voices as well as those of adults.

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“…This is supported by research which demonstrated that outcomes are more effective when mindfulness was delivered by teachers who trained in mindfulness and can continue to teach it in the absence of external trainers (Carsley et al, 2018). Furthermore, as noted by Erwin and Robinson (2016) mindfulness should be promoted as a life-long approach encouraging children to connect with their environment and internal processes. It is therefore important that teachers understand the purpose of mindfulness so it is not seen as a strategy or intervention for ‘schoolification’ which must be taught.…”

Section: Introductionmentioning

confidence: 99%

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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The joy of being: making way for young children's natural mindfulness

Cited by 9 publications

References 21 publications

How Relaxing Develops and Affects Well-being Throughout Childhood

How Relaxing Develops and Affects Well-being Throughout Childhood

Loved or listened to? Parent and practitioner perspectives on young children’s well-being

Exploring the implementation of mindfulness approaches in an early years setting

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