Abstract The intention guiding the design of this study was to amplify and listen to children's voices in early years research. The aim of this qualitative research meta‐synthesis was to engage in new analyses and interpretations about mindfulness through the lens of young children. Our research question emerged as a result of a gap in the literature about the importance of young children as the experts in their own lives, and the absence of a collective understanding about their first‐hand perspectives about mindfulness practices in school. We critically examined findings from eight studies using a distinct seven‐stage qualitative research meta‐synthesis process, which included original analyses across studies. This article, which is the first known investigation to systematically examine the collective body of research on children's perspectives about practicing mindfulness in early childhood school settings, sheds new light on the early years in education and related fields. Findings, which revealed that young children's perspectives and experiences about practicing mindfulness resulted in positive and improved experiences as described within three themes: (a) Children's Noticeable Sense of Well‐Being, (b) Mindfulness and School‐Based Expectations, and (c) Rich Ways Children Describe their Inner World. Acknowledging the value of young children's voices as well as qualitative meta‐synthesis can generate a more expansive and inclusive understanding in early years research. Context and implications Rationale for this study A noticeable gap between the importance of young children’s voices and the absence of a collective understanding about their perspectives practicing mindfulness was the rationale behind this meta‐synthesis. Why the new findings matter As the first to analyze the body of research about children’s first‐hand experiences with mindfulness, new insights about the early years emerged. Implications for educational researchers and policy makers Given increasing global interest in mindfulness and young children, this meta‐synthesis has far‐reaching implications for educators and families, as well as practitioners, school leaders and researchers from a variety of early childhood disciplines. Not only were young children aware of a greater sense of calm, inner peace, focus and improved schoolwork, they knew how to achieve emotional and physical well‐being through practicing mindfulness. When intentionally seeking out and listening to young children’s perspectives in schools and early years research, their voices need to be amply represented reflecting a wide constellation of human diversity (i.e., ability, culture, race, linguistic, economic).
Erwin et al. (Fri,) studied this question.