ERIC Number: EJ1431307
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0009-4056
EISSN: EISSN-2162-0725
Embedding Mindfulness into Early Childhood Classroom Routines: A Practical Strategy for Teachers
Chandani Bhandari; Sarah N. Douglas
Childhood Education, v100 n4 p20-29 2024
Early childhood classrooms demand considerable emotional and physical engagement from both educators and children throughout the day. At times, this can lead to stress, anxiety, restlessness, and fatigue. According to transactional theory, a reciprocal relationship exists between teachers and children in the classroom. Teachers' mental health and wellbeing directly impact children's mental health and well-being, and vice versa. This interconnectedness emphasizes the urgent need to address the mental health needs of both educators and children. Mindfulness practices can be employed as an effective tool for doing so. Embedding a mindfulness approach serves as a guiding practice, amplifying children's happiness, fostering playfulness, and infusing liveliness into early childhood education settings.
Descriptors: Early Childhood Education, Metacognition, Teacher Welfare, Student Welfare, Teaching Methods, Stress Management
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Publication Type: Journal Articles; Guides - Classroom - Teacher
Education Level: Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A