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

Abstract

This article offers a novel and timely context for understanding mindfulness practices in early childhood education. Positioned within a larger social context of mindfulness, we conducted an extensive systematic review of the literature to examine the scope and nature of mindfulness and early childhood. We found that mindfulness and young children constitute a growing area of interest globally which may be culturally determined as demonstrated in how these practices are perceived and implemented in early childhood settings. Although there was variability in the ways mindfulness practices were considered, all of the articles selected for this review discussed the positive outcomes associated with mindfulness for young children. Research and practice implications are offered.

Keywords:

• young children
• meditation
• yoga
• mindfulness
• early childhood
• disabilities

Acknowledgement

We acknowledge that we do not have any financial interest or benefit arising from the direct application of our research.

Disclosure statement

No potential conflict of interest was reported by the authors.

Funding

This work was supported by Montclair State University Career Development Award.

Notes on contributors

Elizabeth J. Erwin is Professor and Graduate Program Coordinator for the Early Childhood Inclusive Education Programs at Montclair State University. She is the author of many articles in early childhood and co-author of the 7th edition of the text, Families, Professionals and Exceptionality: Positive Outcomes Through Partnerships and Trust. Elizabeth's daily yoga practice has inspired her academic inquiry of mindfulness and young children.

Kimberly A. Robinson is a graduate student at Montclair State University studying elementary inclusive education.