Mindfulness in Early Childhood“Mindfulness is nothing other than present-moment awareness, an open and friendly willingness to understand what is going on in and around you. It means living in the present moment without judging or ignoring anything

or getting carried away by the pressures of everyday life.”

(Snell 2013, p.2)

(Van Tonder 2009)

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Developed in it’s modern form by Dr. Jon Kabat-Zinn (1979). Kabat-Zinn devised the Mindfulness-Based Stress Reduction Approach (MBSR) in order to alleviate physical and psychological suffering.

A flexible, mobile technique, mindfulness contrasts with the state of mindlessness in which one rarely notices the present moment, worries too much about the past and the future and makes premature and unhelpful judgements based on ingrained perceptions.

Mindfulness can be hard to convey adequately through words alone. It is essentially the process of developing meta-cognitive forms of awareness e,g “being aware of the inner processes involved in doing, feeling and thinking and aware of impulses, thoughts and feelings as they arise in the mind and body” (Weare 2013, p.5).

Everybody has the capacity for mindfulness, it is an energy we create for ourselves in order to recognise what is happening in the present moment. “We each have a seed of mindfulness [within us], but we usually forget to water it” (Nhat Hanh 2011, p.16).

· What is Mindfulness ·Mindfulness has become a growing trend within Irish society:

• Mindfulness Ireland - “Mindfulness Children’s Day” • Irish Mindfulness Institute • Mindfulness.ie

• Mindfulness Matters •

Founded by Ann Caulfield and Derval Dunford.

Innovative course for teachers entitled “Developing Mindfulness & Happiness in PrimarySchool Children” which is sanctioned by the Department of Education.

Curriculum friendly mindfulness CDs which integrate with the SPHE curriculum.

Recently developed the world’s first mindfulness CD ‘as Gaeilge’.

Drew national attention by appearing on Nationwide in July 2014 (Mindfulness Matters 2015).

· Mindfulness in Ireland ·

Research indicates that when students apply mindfulness techniques to the learning process they:

• Experience cognitive flexibility

• Improve academic performance and concentration

• Enhance self esteem and mood

• Increase executive function

• Increase social skills in students with learning disorders

• Develop an increased connection with their own body

• Create a calmer and more open classroom atmosphere

(Napoli et al. 2005, Snel 2013, Zelazo and Lyons 2012, Zenner et al. 2014).

Young children are naturally mindful, we see this best through children’s complete absorption in play. Children are innately curious and inquisitive, keen to learn new things and to live in the moment (Keane 2014).

However, in modern Ireland “many children do too much and have little time to just be” (Snel 2013, p.4).

· Why is Mindfulness Important ·“Mindfulness can be understood as the foundation and basic pre-condition for education. Children need to learn to stop their mind wandering and regulate attention and emotions, to deal with feelings of frustration, and to self-motivate” (Zenner et. al 2014, p.2).

Mindfulness enhances the qualities and goals of 21st century education including:

When well taught and practiced correctly , mindfulness reduces stress and anxiety and provides life long skills in dealing with challenging situations. This in turn improves the quality of outcomes for children by promoting positive mental health and wellbeing (Zenner et. al 2014, Weare 2013).

Art 29 of the United Nation’s Convention on the Rights of the Child states that education should foster “the development of the child’s personality, talents and mental and physical abilities to their fullest potential” (Children’s Rights Alliance 2010, p28).

The importance of school in relation to providing mental health related services is also acknowledged by the World Health Organisation (Children’s Mental Health Coalition 2015).

• Attentional and Emotional Self Regulation• Prosocial dispositions of empathy and compassion• Self Representations

• Ethical Sensitivity• Creativity• Problem Solving Skills

The Attention of a Frog

Ask the children to pay mindfulattention to their breath and pretendthat they are as still as a frog, silently

aware of what is happening within and around them.

This improves concentration, aids children in being less impulsive and gives children a degree of control over

their inner world (Snel 2013).

One Action MindfulnessChoose to be fully aware of one

action each day. Do not allow yourmind to be anywhere else only on the activity at

hand and on your breathing (Nhat Hanh 2011).

Breathing Poems/ GathasShort mindfulness poems used to focus

attention. Breathing in, recite the first line, breathing our recite the second.

Be creative and have the children make up their own poems for activities they wish to

participate in more mindfully (Nhat Hanh2011).

· Katie Duggan | Student No. 20058387 ·

Mindfulness PracticeThrough formal and informal practicemindfulness is transformed from an

abstract philosophical concept in to apractical part of our day to day lives.

The aim of mindfulness is to integrate it “within whatever we are doing, wherever we happen to be”

(Rinpoche 1994, p.74).

Walking MindfullyWalk slowly, becoming aware of as many

details of your walking as possible.

Children become aware of their bodies and howthey can convey feelings (Nhat Hanh 2013).

Mindfulness in Early Childhood“By practicing mindfulness children learn to slow down, to pause for a moment and to gain a sense of their feelings and needs in the present moment. This leads to a more comprehensive understanding of their inner world as well as the inner worlds of others. “Children will be firmly rooted in the here and now, like saplings, with ample space to grow and be themselves” (Snel 2013, p.5).

Mindfulness training for children and parents can increase the quality of outcomes for even the very youngest of children particularly in relation to the development of the “social brain” or pre-frontal cortex.

Research has shown that people who practice mindfulness exhibit increased activity in the area of the social brain concerned with positive emotion and that areas linked to the emotional regulation of the brain are larger in those who have practiced mindfulness meditation for five years (Mental Health Foundation 2015).

Further research suggests that social experience shapes this part of the brain in babyhood as neural pathways are laid down as a result of actual experiences. Therefore, it is reasonable to suggest that positive relationships formed as a result of mindful parenting will favourably shape the development of the child’s social brain as harmful cortisol levels are kept to a minimum due to parents becoming more mindful of their children’s needs (Gerhardt 2009).

· Mindfulness and the Social Brain ·Autism Spectrum DisordersResearch in to mindfulness practice in children with autism has found that mindful parenting is effective not only in reducing parental stress and improving parental mental health but also in reducing aggression and maladaptive behaviour in children with autism. Parents also reported greater satisfaction in interacting with their children (Singh et al. 2006).

Asperger’s Syndrome - Mindfulness allows individuals with Asperger’s syndrome to divert attention from unwanted emotionally arousing thoughts to a neutral part of the body. Aids in self management of challenging behaviour and physical aggression. Long term follow up data suggests positive results continue for several years (Singh et al. 2011).

ADHDADHD symptoms, including inattention, hyperactivity and impulsivity, as rated by parents significantly reduced after mindfulness training (Van der Oord et al. 2011).

Intellectual DisabilitiesResearch by Beauchemin et al. (2008) proved reduced anxiety, improved social and academic performance achieved by modelling, discussion and self practice in relation to focusing on breathing and noticing thoughts and feelings (Hwang 2013).

· Children with Special Needs ·

Aistear - Wellbeing Aim 1 Children will:• LG 2 Be aware of and name their own feelings, and understand that others may have different feelings• LG3 Handle transitions well

Aim 2 Children will:• LG4 Use self-help skills in caring for their own bodies

Aim 4 Children will:• LG3 think positively...and become resilient and resourceful when things go wrong• LG5 respect life, their own and others, and know that life is meaningful and has purpose

Exploring and Thinking Aim 1 Children will:• LG 2 Demonstrate a growing understandingof themselves and others in their community

Síolta• Standard 7 Curriculum – Encourages children’s holistic development• Standard 14 Identity and Belonging – Promotes positive identities and empowers children to develop a confident self.

· Mindful Parenting · · Aistear and Síolta ·Mindful parenting refers to the contemplative practice through which connection to and awareness of children’s presence helps parents to become better grounded in the present moment (The Mindful Parent 2010).

Mindful parenting includes:

• Imagining the world from the child’s point of view• Being present in all aspects of the child’s life• Listing to children with full attention• Having a genuine interest in the child’s inner world• Accepting children’s thoughts and feelings, however they may differ from your own• Being mindful that your expectations are in the child’s best interests

Mindful parenting can increase the quality of outcomes for families as positive parent-child relationships are formed and sutained as children feel a better sense of positive affection and support. Parents are also supported toparent more calmly, “with greater consistency and in greater accordance with their goals and values” (Duncan et al. 2009, p.261).

· Katie Duggan | Student No. 20058387 ·

PersonalWeather Report

Close your eyes and take some time todetermine how you are feeling. What is the weather

like in your mind? Is it rainy, sunny, stormy?

Once you realise how you are feeling, acknowledge that there is no need to feel or do anything differently. After all, you cannot change the weather outside (Snel 2013).

The Worry Tree Designate a plant or branch of a treethat children can hang their worries

on using a small tag.

This allows children to let go of their worriesin order to enjoy the present moment.

Remove the tags so that the children see that worries are not permanent, they come and go (Mindfulness Matters 2015a).

Pebble Meditation Collect four pebbles, representing a

flower, a mountain, still water and space.

Breathe in and out reflecting on the gathasprovided on the pebble meditation cards

(Nhat Hanh 2011).

“Have an awareness of themselves andare attuned to their students

Are responsive to student’s needs

Maintain emotional balance

Nurture a learning community where students flourish academically, emotionally and socially

Thrive professionally and personally

Know how to manage and reduce stress

Have healthy relationships at work and at home.”

(Nhat Hanh 2011, p.20)

· Mindful Teachers ·

• LG4 Be confident and self-reliant• LG5 Respect themselves,• others and the environment

Aim 3 Children will:• LG4 Become reflective and think flexibly

Aim 4 Children will:• LG2 Address challenges and cope with frustrations