Mindfulness in Early Childhood Education: Teaching Practices Used to Enhance Children’s Learning Experiences and Wellbeing

Mindfulness practices in education have been shown to significantly improve students’ emotional regulation and overall well-being. As an emerging and innovative approach in early childhood education and contemporary school psychology, this study explores the integration of mindfulness practices in schools and highlights their benefits for enhancing students’ learning experiences and well-being. It focuses on the teaching practices used to facilitate mindfulness with children aged 4 to 5 years. Eight mindfulness teachers in elementary schools participated in Skype interviews, and 24 children aged four to five took part in focus groups. Data were analyzed using inductive thematic analysis. This study contributes to the growing body of research on mindfulness in early childhood and ethical practice in contemporary school psychology.