The early years are a time when children begin to create their foundations of learning and a time when lifelong habits are created. Discussions around the benefits of mindfulness are very prevalent at the moment and we can see it beginning to appear in primary school and secondary school curriculums. Although there are studies relating to mindfulness in the early years it is still a relatively new concept.
Having trained as a mindful practitioner for children aged 2 – 12 and as a qualified yoga teacher for children and currently working as an early-year educator I have an interest in the impact of mindfulness on the well-being of preschool children.
Kabat-Zinn (1994) defines mindfulness as simply paying attention in a particular way, in the present moment, on purpose, and in a non-judgmental way. When we let this concept sink in mindfulness is clearly of benefit to everyone in the stress-filled and anxious world, we are living in. My research aims to obtain the views of practitioners and parents on mindfulness as a strategy to enhance well-being in preschool children.
The well-being of children in their early years is fundamental to providing a safe, nurturing, and quality early years environment to the children. Aistear – The Early Years Curriculum Framework theme of wellbeing is all about children being confident, happy, and healthy. It focuses on children feeling positive about themselves and adults valuing who the children are by promoting warm, supportive relationships.
Síolta: The National Quality Framework for Early Childhood Education states that the protection of children’s well-being is a characteristic of a quality early years environment. The safety, welfare, and well-being of all children need to be protected and promoted.
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