What is Mindfulness

What is Mindfulness

Babies and toddlers are often used in the definition of mindfulness. Mindfulness is an intentional sensory involvement of paying attention to the present non-judgmentally. Paying less attention causes carelessness, and narrow mindedness (Miller, 2016). Typically, small children are open-minded less judgmental. Mindfulness is a set of sensory practices that attempt to achieve a nonjudgmental state of mind like that of a child (Hooker & Fodor, 2008). Mindfulness practices target neural regulation of thoughts and emotions that, in turn, regulate an individual’s attention. Mindful practices include; mindful eating, walking meditation, mindful body posture, and nonjudgmental awareness of one’s emotions and thoughts. Modern children are bombarded by media and social life, causing anxiety among them. Mindfulness is applicable in current early childhood students to control the stress and emotions of the children.

A research done by the national institute for mental health discovered that a ratio of 1:4-5 children, meets the criteria for severe psychiatric intervention. The study stated that even first graders are stressed out, and they display more anxious behavior than ever before. The recommendations in the research indicated that there is a requirement to change the shift from mental interventions to preventive measures (Willey, 2018). Studies by Ellen Langer acknowledge that the mind has the ability to transform our bodies (Miller, 2016). Mindfulness practices are a significant remedy for preventing such psychological issues. In early childhood classes, the application of mindfulness practices among the kids can help the students increase focus, calmness, kindness, and can reduce anxiety.

To implement mindfulness in early childhood classes, teachers should guide the learners into doing short, kid-friendly practices that help them boost their attention. Controlled breathing inhaling and holding in air and controlled exhalation, trigger the brain to assume that everything is in control (Willey, 2018). While doing controlled breathing, the teacher can guide the learners in meditation. For instance, by instructing the students to think about people they love, and silently think of kind words, they would say to them. This practice helps to improve the kid’s attention and kindness too furthermore;, mindful practices assist in creating assertiveness in children and also boosts their self-control. Implementation of mindfulness not only results in a positive change of behavior but changes performance in class too.

To support my well- being, I would use mindful observation. Careful observations include observing a natural object from an individual’s environment, non-judgmentally. To do this, a person should identify a natural object like a leaf, an insect, or a tree. The observer should make a connection with the object and its purpose in nature by looking at it like it’s the first time (Hooker & Fodor, 2008). One should connect with the energy of the object and its contribution to the environment. Consistent practices of mindful observation develop an open mind, reduces anxiety and stress besides helping one to appreciate the significant aspects of nature that are often taken for granted.

In summary, mindfulness is of the essence in clearing thoughts and stress. Mindful practices are not only essential for stressed adults but are vital for even children as young as first graders. With the statistic of anxiety and fitness mentioned in this paper, it shows that there is a need to focus on preventing stress and mental illnesses rather than providing psychiatric interventions. Additionally, Children also require exposure to mindful practices to aid in classroom attention. The early childhood education curriculum should, therefore, be revised to include simple baby-friendly practices of mindfulness to achieve maximum classroom attention, to improve kindness, self-control, and to improve overall discipline among the learners.

References

Hooker, K. E., & Fodor, I. E. (2008). Teaching mindfulness to children. Gestalt Review, 12(1), 75-91.

Miller, D. (2016). Positive child guidance Boston. MA: Cengage Learning.

Willey, K. (2018). Bite-Sized Mindfulness: An Easy Way for Kids to be Happy and Healthy [Video]. Retrieved from https://www.youtube.com/watch?time_continue=4&v=uOlIdmMK_zM&feature=emb_logo