Exploring the Use and Implementation of Mindfulness in Early Childhood

Abstract

Background: There is concern that children as young as pre-school are experiencing increasing levels of stress, anxiety and inattention, calling for precedence on the need for early intervention and prevention approaches. Adult-based mindfulness programmes have been adapted to be delivered to children in schools, which have so far demonstrated a range of positive outcomes across emotional well-being and learning. Whilst research has focused on the effectiveness of school-based mindfulness interventions, less is known about their delivery to young children, and the implementation factors which are important for their success, particularly in early years (EYs) settings. Methods/participants: A systematic literature review (SLR) explored how school-based mindfulness programmes have been delivered and used to support young children aged 3-9 years old. A year-long action research (AR) project conducted with an EYs setting (Nursery and Reception), explored how mindfulness can be delivered to children in the EYs, and practitioners' perceptions of the impact, facilitators and challenges for implementation. Analysis/findings: The SLR revealed that most mindfulness programmes use weekly, manualised programmes, delivered by external trainers. There is vast heterogeneity amongst the types of attitudinal principles and mindfulness components used. The AR study revealed various facilitating factors in the implementation of mindfulness including: practitioners' ownership of mindfulness; developing an effective programme format; reflecting on practice; working collaboratively and enabling a supportive community. Barriers included issues related to the school system and programme delivery. EYs practitioners identified benefits for the children, staff and setting. Conclusion/implications: Further research is required to explore the long-term sustainability of current mindfulness programmes designed for young children. Findings from the empirical paper indicate that it is feasible for educational psychologists (EPs) to support EYs practitioners to develop sustainable mindfulness practices in their setting, through an AR approach. Clear dissemination strategies for sharing these findings with EPs and EYs staff are proposed.

Date of Award	31 Dec 2019
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Cathy Atkinson (Supervisor) & Caroline Bond (Supervisor)