Description
Hello, I have attached work already done that needs to be completed and
edited(DissertationDRAFT1 word) as per the feedback from the professor(Feedback
dissertationReport1 pdf).I have also attached the complete MBA instructions(MBA
Info). Also, I have attached two previous works that scored distinctions(Mares
and Mitra 2021) that the paper should look exactly like.The idea of this dissertation is that we chose 30 different- ages, sex,
experience, qualification (bachelor/master degree) etc. Early Childhood
Educators in Sydney, Australia. Staff were given information on intentional
breathing – 4-7-8 Breath example – https://chillchief.com/mindfulness-activities-for-adults/
Educators were instructed to practice breathing (4-7-8)- before work, lunch
time, after work, at any time they felt stressed during the work day. Research
philosophy – Use Figure 2: Research Strategy through the “Research
onion” (based on Saunders, Lewis and Thornhill, 2015, p. 124) – See in
Mitra 2021 example. I have also attached 2 examples from my university that
scored distinctions – to guide you on the writing expectation. Please ask if you
have any questions. Thanks.
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BENEFITS AND CHALLENGES OF
MINDFULNESS PRACTICES IN EARLY
CHILDHOOD STAFF TRAINING
(AUSTRALIA)
Student Name:
[Don’t forget to fill these info in.]
Student ID:
Supervised by:
Date: 16/07/2023
Word count:
A thesis submitted in partial fulfilment of the requirements for the degree of Master of
Business Administration in
I confirm that I have read the University regulations on plagiarism, and that this assignment is my own
work.
2
Declaration of Originality
I, xxxxxxxxx, confirm that the work submitted for this dissertation is my own and original.
All the data and information contained herein, including text, diagrams, and citations, have been
accurately reported and cited, and are authentic to the best of my knowledge and belief.
Where information has been derived from other sources, I confirm that it has been properly
acknowledged and referenced according to the guidelines set forth by York St. John University.
This includes but is not limited to, books, scholarly articles, digital media, and interviews. Any
and all use of the works of others has been appropriately credited to avoid plagiarism.
I affirm that this work has not been submitted for academic credit at this or any other
academic institution previously. This dissertation is solely submitted in partial fulfilment of the
requirements for the Master of Business Administration Programme at York St. John University,
United Kingdom.
xxxxxxxx
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Acknowledgement
I would like to express my deepest gratitude to my academic advisor, whose guidance and
expertise were invaluable throughout the research and writing of this dissertation. Your dedication
to academic rigour has been a driving force in this journey. I also wish to thank the faculty and
staff at York St. John University for creating an enriching and supportive academic environment.
My heartfelt appreciation goes out to all the early childhood staff who participated in the
study. Your insights have been crucial in shaping this research. Special thanks are due to my family
for their unending support and encouragement. Their belief in my abilities has been a constant
source of strength.
I also acknowledge my classmates and friends for their constructive feedback and
encouragement. Your support helped me persevere through the challenges of this academic
endeavour.
This journey would not have been the same without the collective contribution of each
individual mentioned and many more who have crossed my path during this academic venture.
Thank you all.
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Abstract
This dissertation investigates the benefits and challenges of integrating mindfulness
practices into early childhood staff training programs in Australia. Utilizing a mixed-method
approach, the study draws upon existing literature and empirical data collected through surveys
from 30 participants involved in early childhood education. The findings affirm that mindfulness
practices contribute to improved mental well-being, reduced stress and burnout, enhanced
emotional regulation, and better interpersonal relationships among educators. However, challenges
such as time constraints, initial scepticism, and inconsistencies in practice were also identified.
Contextual factors like institutional support and government policies were found to influence the
effective implementation of mindfulness practices. Based on these findings, the study provides a
set of comprehensive recommendations for the successful incorporation of mindfulness techniques
into early childhood staff training programs. This research fills a critical gap in understanding the
nuanced impacts and practical considerations of implementing mindfulness in an educational
setting, offering insights that can significantly benefit policy formulation and practice in early
childhood education.
Keywords: Mindfulness, Early Childhood Education, Staff Training, Australia, Wellbeing, Stress Reduction, Emotional Regulation, Interpersonal Relationships, Policy Influence,
Challenges and Benefits.
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Table of Contents
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Chapter 1: Introduction ………………………………………………………………………………… 9
Background Research ……………………………………………………………………………………….. 9
Problem Statement ………………………………………………………………………………………….. 11
Research Question and Objectives…………………………………………………………………….. 12
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Literature Review ……………………………………………………………………………………….. 14
2.1 Mindfulness as a Psychological Concept ………………………………………………………. 14
2.2 Benefits of Mindfulness Practices in Early Childhood Staff Training ………………. 15
2………………………………………………………………………………………………………………… 16
2.3 Challenges in Implementing Mindfulness Practices ……………………………………….. 17
2.4 Mindfulness in the Classroom …………………………………………………………………….. 17
2.4.1 Benefits and Influences on Children and Teachers…………………………………… 18
2.4.2 Early Care and Education …………………………………………………………………….. 19
2.5 Importance of Mindfulness in Early Childhood …………………………………………….. 21
2.5.1 Mindfulness Training in Early Adolescence……………………………………………. 22
2.5.2 Mindfulness-based Interventions …………………………………………………………… 22
2.6 Causes of Stress on Early Childhood Staff ……………………………………………………. 23
2.7 Emotional Well-being and Stress Reduction …………………………………………………. 24
2.7.1 The PERMA Model …………………………………………………………………………….. 25
2.7.2 Attention Restoration Theory (ART) ……………………………………………………… 25
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2.8 Mindfulness and Leadership ……………………………………………………………………….. 26
2.8.1 Lack of Resources and Time…………………………………………………………………. 26
2.8.2 Implementation Strategy and Practice Framework …………………………………… 27
2.9 Implementing Mindfulness and Well-Being in Education ………………………………. 28
2.10 Future Research ………………………………………………………………………………………. 29
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Methodology ……………………………………………………………………………………………….. 30
Research Design……………………………………………………………………………………………… 30
Sampling and Sample Selection………………………………………………………………………… 31
Data Collection ………………………………………………………………………………………………. 31
3.1.1 Qualitative Data Collection ………………………………………………………………… 32
3.1.2 Quantitative Data Collection ………………………………………………………………. 32
Data Analysis …………………………………………………………………………………………………. 33
3.1.3 Qualitative Data Analysis…………………………………………………………………… 33
3.1.4 Quantitative Data Analysis…………………………………………………………………. 34
Reliability and Validity ……………………………………………………………………………………. 34
Ethical Considerations …………………………………………………………………………………….. 35
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Research Findings and Discussion: ………………………………………………………………. 36
Qualitative Data Analysis ………………………………………………………………………………… 36
4.1.1 Theme 1: Improved Well-being and Stress Reduction …………………………… 39
4.1.2 Theme 2: Enhanced Focus and Classroom Management………………………… 40
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4.1.3 Theme 3: Positive Impact on Interpersonal Relationships ………………………. 41
4.1.4 Theme 4: Initial Scepticism and Resistance ………………………………………….. 42
4.1.5 Theme 5: Time Constraints and Consistency ………………………………………… 42
4.1.6 Theme 6: Gradual Acceptance and Cultural Shift …………………………………. 43
4.1.7 Theme 7: Government Support and Policy Influence …………………………….. 44
Quantitative Data Analysis ………………………………………………………………………………. 44
Descriptive Statistics of the Independent and Dependent Variables ………………………. 47
Correlation Analysis ……………………………………………………………………………………….. 48
Regression Analysis ………………………………………………………………………………………… 57
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Conclusions and Recommendations: ……………………………………………………………. 61
Conclusion: ……………………………………………………………………………………………………. 61
Recommendations: ………………………………………………………………………………………….. 62
5.1.1 Institutional Adoption and Training …………………………………………………….. 63
5.1.2 Policy and Government Support …………………………………………………………. 63
5.1.3 Time Management…………………………………………………………………………….. 63
5.1.4 Monitoring and Evaluation…………………………………………………………………. 64
5.1.5 Addressing Scepticism and Cultural Barriers ……………………………………….. 64
Future Research ……………………………………………………………………………………………… 64
5.1.6 Community Engagement ……………………………………………………………………. 64
6
Reflection on the Dissertation Process ………………………………………………………….. 66
8
Research Planning and Literature Review ………………………………………………………….. 66
Data Collection and Analysis……………………………………………………………………………. 66
Emotional and Intellectual Challenges ………………………………………………………………. 67
Time Management and Resilience …………………………………………………………………….. 67
Skills Gained ………………………………………………………………………………………………….. 67
Final Thoughts ……………………………………………………………………………………………….. 67
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References…………………………………………………………………………………………………… 69
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Chapter 1: Introduction
In recent times, there has been a substantial increase in the recognition of the importance
of mindfulness, leading to the widespread acknowledgment of its potential advantages across
diverse domains. In the realm of early childhood education, the integration of mindfulness
practices into staff training has emerged as a compelling strategy for augmenting the well-being
of educators and the overall educational experience for young children (Jennings, Jeon and
Roberts, 2020). Nevertheless, like any revolutionary undertaking, this endeavour is not devoid of
its obstacles. The given study explores the complex domain of mindfulness, exploring its
significant benefits while carefully addressing the challenges it poses in the context of teaching
early childhood personnel in Australia.
Background Research
Mindfulness refers to the systematic development of focused awareness of the present
moment, characterized by an attitude of fascination, receptiveness, and impartiality (Wang et al.,
2022). Mindfulness involves cultivating a deliberate and non-judgmental awareness of one’s
thoughts, emotions, and physical sensations. By doing so, we maintain a neutral perspective,
preventing undue attachment to these internal experiences. The utilization of mindfulness
practices, which have their origins in historical contemplative traditions, has garnered growing
interest in modern research and psychology due to its potential advantages in enhancing mental
well-being, regulating emotions, and improving cognitive abilities (Ben Salem and Karlin, 2023).
These practices encompass the development of mindfulness, which entails fostering a state of
being fully present in the current moment, engaging in non-evaluative observation of thoughts and
emotions, and deliberately directing attention toward the ongoing experience.
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Early childhood educators encounter a multitude of obstacles, encompassing elevated
levels of stress, burnout, and compassion fatigue (MacLochlainn et al., 2022). Extensive scholarly
inquiry has been dedicated to examining the advantages of mindfulness in adult populations.
However, there is a burgeoning interest in investigating the effects of mindfulness on children and
individuals engaged in professions including child care and education. The individuals comprising
early childhood staff, including instructors, caretakers, and educators, assume a pivotal role in
influencing the developmental trajectory of young children (Pann et al., 2023). These methods
entail directing one’s attention toward the current moment without engaging in evaluative
judgments. The advantages of incorporating mindfulness techniques into early childhood
professional training are many and varied. Scholarly investigations indicate that the
implementation of mindfulness training has the potential to result in decreased levels of stress and
burnout among personnel (Server et al., 2022). Early childhood education places a great deal of
emphasis on mindfulness. Caregiving for newborns can place great emotional and physical strain
on caregivers. By incorporating mindfulness practices, staff can gain essential coping and
emotional regulation skills, empowering them to handle stress more effectively.
Although there are potential advantages, the incorporation of mindfulness techniques into
early childhood worker training also poses some difficulties. The presence of time limitations
within busy early childhood environments might provide challenges in terms of allocating specific
time for the implementation of mindfulness training (Bockmann and Yu, 2023). Therefore, it is
crucial to identify adaptable and effective methods for integrating mindfulness into current training
programs. Furthermore, it is essential to exercise cultural awareness while incorporating
mindfulness techniques, since they may possess historical affiliations with many cultural and
religious customs (Li, 2023). It is of utmost importance to ensure that the training program is
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designed in a manner that promotes inclusivity and demonstrates respect for the varied
backgrounds and beliefs of the staff members. This is essential to prevent any possible disputes or
instances of discomfort that may arise. Meditation and other forms of mindfulness training have
been scientifically proven to boost EQ and social competence (Li, 2022). Staff members working
with young children who have been educated in mindfulness may become more sensitive to the
children in their care and more able to meet their emotional needs.
It has been shown that mindfulness training improves executive functions, particularly
attention and focus. For educators and caregivers of young children, paying constant attention to
their charges is essential. While mindfulness is backed by a growing body of research, it is
important to look at these findings with a discerning eye. The effectiveness of this approach within
early childhood education training needs to be examined in more rigorous studies. Mindfulness
training possesses significant potential as a beneficial resource for early childhood educators. The
practice has been found to have the potential to mitigate stress levels, foster self-awareness, and
cultivate stronger connections with children and families. By acknowledging these issues and
using strategies to mitigate them, early childhood programs have the potential to cultivate a
conscientious and nurturing atmosphere for both staff members and children.
Problem Statement
The issue of stress and training among early childhood educators is a matter of great
significance since research indicates that the prevalence rates might be as high as 52% (Cofini et
al., 2022). These percentages exceed those found for educators working in primary or high schools.
The potential effectiveness of mindfulness practices, which include meditation, self-reflection, and
breathing exercises, in mitigating this issue has been acknowledged in the literature. These
techniques have shown the potential to lower stress levels among personnel (Johnson et al., 2023).
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Nevertheless, it is important to investigate the degree to which these mindfulness practices may be
efficiently included and executed within training programs for early childhood workers.
Additionally, it is crucial to ascertain the particular obstacles and advantages associated with their
implementation.
This research seeks to fill a current knowledge gap by offering a thorough examination of
the challenges and benefits associated with incorporating mindfulness practices into early
childhood educator training programs. By exploring their potential advantages and hurdles, this
research hopes to facilitate tailoring mindfulness-based training specifically to early childhood
educators. Furthermore, this investigation addresses teachers’ stress levels which has an adverse
impact on both their well-being and that of young learners – an issue which remains significant
even with current strategies of stress reduction in place. This concern is anticipated to persist
unless properly addressed.
Research Question and Objectives
The study seeks to investigate the following research question:
1. What are the challenges and benefits of integrating mindfulness practices into early
childhood staff training programs in Australia?
The research objectives of the study are given as:
1. To critically review existing literature on the implementation and impact of mindfulness
practices in early childhood education centres in Australia.
2. To examine the benefits and challenges experienced by Australian early childhood centres
already implementing mindfulness practices in their staff training programs.
3. To study the contextual factors influencing the integration and effectiveness of mindfulness
practices in these centres.
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4. To derive best practices and recommendations for the successful incorporation of
mindfulness practices into staff training programs in early childhood education, informed
by Australian case studies and evidence.
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2
Literature Review
This literature review explores the existing evidence on the advantages and difficulties
associated with integrating mindfulness practices into training programs for early childcare
professionals. Through a comprehensive analysis of relevant literature, the present literature
review seeks to explain the possible benefits associated with the subject matter, including but not
limited to stress mitigation, heightened emotional regulation, and augmented interpersonal
competencies among personnel. Moreover, the given review examines the challenges and factors
to be taken into account while implementing mindfulness training, such as limited time
availability, cultural appropriateness, and the requirement for additional empirical verification.
This review aims to provide valuable insights into the feasibility and effectiveness of incorporating
mindfulness practices into early childhood staff training. By conducting a thorough analysis of
existing literature, this study contributes to the ongoing discourse on optimizing early childhood
education environments for the holistic development of both staff and children.
2.1 Mindfulness as a Psychological Concept
Mindfulness refers to a state of purposeful and nonjudgmental attention directed toward
our surroundings, with keen observation of both internal and external experiences (Winn, 2022).
Mindfulness practice can facilitate greater awareness of one’s internal dynamics and relationships
while encouraging individuals to approach experiences openly and receptively. Integrating
mindfulness techniques into early childhood education training has been shown to significantly
improve staff well-being and relationships with children (Hegney et al., 2021). Teachers who
incorporate mindfulness practices can not only foster academic advancement but also personal
growth while creating an ideal classroom atmosphere suited for learning.
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The integration of mindfulness practices into the early care and education environment can
serve as a means to alter an individual’s interaction with stressors and enhance the capacity of early
childhood professionals (ECPs) to cultivate a state of presence, awareness, and increased
happiness when engaging with the children under their supervision. Mindfulness has the potential
to function as a significant coping mechanism that might enhance psychological resilience among
early career professionals (ECPs). Hatton-Bowers et al., (2020) investigated the responses and
perceived advantages of ECPs who engaged in an online professional development program
centred on mindfulness and compassion. The replies provided by participants were subjected to a
rigorous analytical coding procedure consisting of two phases. This approach aimed to discover
and examine the many themes included in the written responses, as well as explore the correlations
that exist among these topics. The findings of the study revealed that a significant proportion of
participants had positive perceptions of the value, informativeness, and transforming nature of
their experience in learning about mindfulness. The participants in the study provided insights into
their acquisition of knowledge regarding the implementation of mindfulness as an evidence-based
clinical practice.
2.2 Benefits of Mindfulness Practices in Early Childhood Staff Training
The following subsections delve into the multifaceted benefits of integrating mindfulness
practices within the early childhood educational community. From boosting the mental and
emotional health of educators to refining their interpersonal skills, the influence of mindfulness
extends beyond mere personal development.
Several empirical investigations have demonstrated that the use of mindfulness techniques
yields a notable decrease in stress levels, anxiety, and manifestations of depression within the
educational community (Burgess et al., 2021). By prioritizing the enhancement of emotional well-
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being, early childhood educators may effectively cater to the social-emotional requirements of the
children under their supervision
Early childhood educators frequently encounter elevated levels of stress and burnout as a
result of challenging work circumstances. Mindfulness techniques offer effective strategies for
stress management and resilience enhancement, therefore decreasing the adverse consequences
associated with burnout (Kao and Diller, 2023).Improved Emotional Regulation and SelfAwareness
The practice of mindfulness cultivates self-awareness, facilitating the ability of ECPs to
identify and comprehend their emotions (Browning A, 2020). By cultivating an increased level of
self-awareness, educators are able to effectively manage their emotions and thereby enhance their
relationships with students, so favourably impacting their overall response to tough situations.
Mindfulness-trained educators have the ability to foster more profound and compassionate
relationships with children and colleagues by demonstrating presence and attentiveness during
their interactions (Ekman et al., 2022). Enhanced communication fosters more collaboration and
cultivates a supportive educational setting.
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Mindfulness techniques have been found to augment attentional abilities, enabling
educators to maintain a heightened level of concentration on the requirements of their pupils and
the educational setting (Whiting et al., 2021). The increased emphasis on this aspect has a
beneficial effect on teaching methods and the organization of the classroom.
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2.3 Challenges in Implementing Mindfulness Practices
There are several challenges faced in the implementation of mindfulness practices in early
childhood staff training including:
Educators frequently have limitations in terms of time, which might impede their
inclination to participate in mindfulness activities. To effectively address these challenges, it is
imperative to develop training programs that are adaptable and optimize time use (Lopez et al.,
2021).
There may exist some misunderstandings among educators regarding mindfulness or a
reluctance to include it in their pedagogical approach. In order to provide a nurturing and inclusive
educational setting, it is imperative to acknowledge and rectify the worries and misunderstandings
held by educators (Chapman, 2021). The adaptation of mindfulness techniques may be necessary
in order to accommodate the cultural and contextual variety seen in early childhood settings.
Ensuring sensitivity to these variances is crucial to ensure that mindfulness training remains
accessible and relevant to all members of the workplace (Charoensukmongkol, 2020).
The integration of mindfulness practices into current training programs for early childhood
educators may pose difficulties pertaining to the consistency of the curriculum and the allocation
of resources. The continuous use of mindfulness practices necessitates the critical need to ensure
a smooth integration.
2.4 Mindfulness in the Classroom
A growing population of students encounter a range of obstacles that impact their capacity
to concentrate, manage their emotions, cultivate internal strength, and establish positive and
nurturing connections with themselves and others. In light of the given problems, it is imperative
for educators to actively facilitate efficient strategies that aid in the mitigation of students’ intense
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emotional states, all the while fostering supportive interpersonal connections, caring encounters,
and conducive learning settings (de Carvalho et al., 2021). Educators may also encounter feelings
of worry, irritation, and ultimately burnout throughout the course of the academic year. In order to
address these circumstances, scholars recommend the implementation of mindfulness techniques
within the educational setting. This practice can assist both students and instructors in effectively
managing intense emotional states, fostering positive interpersonal connections, and cultivating a
conducive learning atmosphere. Mindfulness can be implemented in education by following the
steps provided:
Figure 1 Mindfulness in Classroom (de Carvalho et al., 2021)
2.4.1 Benefits and Influences on Children and Teachers
Despite being in its early stages, the existing body of research supporting the effectiveness
of meditation is highly promising. For instance, empirical evidence from brain imaging research
demonstrates that engaging in meditation practice consistently and significantly modifies both the
structural and functional aspects of the brain (Vago, 2022). This alteration leads to notable
enhancements in cognitive processes, emotional experiences, and empathetic tendencies,
positively influencing one’s capacity for critical thinking, emotional well-being, and interpersonal
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relationships. Mindfulness practice cultivates the ability to direct our attention toward the current
moment, including many aspects such as our breathing, bodily sensations, thoughts, and emotions
(Price and Weng, 2021). This heightened level of consciousness enables us to react with more
proficiency to the opportunities and challenges presented in the current moment.
The COVID-19 epidemic has underscored the significance of early childhood education
and care (ECEC) as a critical service for both families and the economy. The research work of
Eadie et al., (2022) presents the results of a qualitative study that examined the viewpoints of
Australian early childhood educators on the effects of the COVID-19 epidemic, as well as the
difficulties and resources available for promoting educator well-being. A total of 214 early
childhood education and care (ECEC) professionals completed an online survey, and an additional
15 educators took part in subsequent focus groups. The analysis of the data obtained from openended survey questions and focus groups revealed the presence of five distinct themes. These
themes encompassed various aspects, including the potential risks posed to individuals’ physical,
emotional, and financial well-being, the importance of self-care and the availability of resources
promoting overall well-being, the significance of establishing and maintaining connections with
children and families, the necessity of a supportive professional community, and the recognition
of the inherent value associated with early childhood education.
2.4.2 Early Care and Education
The social and emotional well-being of early care and education (ECE) providers has been
a prominent topic of interest in efforts to enhance program quality. Early childhood education
(ECE) workers are currently facing elevated levels of stress and burnout, posing a significant risk
to the overall quality of early childhood education and care. Jennings, Jeon and Roberts,
(2020) present a special issue that focuses on the exploration of the social and emotional
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competence and well-being of early childhood workers. It also examines the connection between
these factors and program quality as well as the consequences for children. Early Childhood
Education (ECE) professionals encompass a range of individuals involved in the care and
education of young children. This includes early childhood educators, such as teachers or homebased child care providers, as well as practitioners in various roles, such as home visitors, mental
health consultants, and specialists. Additionally, early childhood leaders, such as directors,
principals, or administrators, play a crucial role in overseeing and managing programs that serve
children from birth to third grade.
Figure 1: Mindfulness and its impacts on children and teachers (Kim et al., 2021)
According to existing research, there is evidence to support the notion that meditation has
the potential to induce notable changes in the structural composition of the brain (Tang, Friston
and Tang, 2020). The use of mindfulness techniques has been shown to provide favourable effects
on specific regions of the brain that are closely linked to cognitive processes such as learning,
memory, emotional regulation, empathy, compassion, perspective-taking, and stress response.
Sara Lazar, a neuroscientist affiliated with Harvard Medical School, has employed magnetic
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resonance imaging (MRI) technology to meticulously monitor the intricate mechanisms
underlying human brain functioning (Lo Presti et al., 2023). Sara Lazar’s study has mostly centred
on discerning the distinctions in brain structure and function between those who have engaged in
long-term meditation practices and those who have not engaged in any form of meditation.
2.5 Importance of Mindfulness in Early Childhood
The period of early childhood is of utmost importance for the acquisition and refinement
of self-regulation abilities, which are shaped by several factors such as language proficiency,
personal experiences, temperament, surroundings, and genetic predispositions. During the period
spanning from three to seven years of age, there is significant maturation of the prefrontal cortex,
facilitating the emergence of advanced cognitive abilities such as executive functioning, effortful
control, theory of mind, and empathy (Weimer et al., 2021). These cognitive skills play a crucial
rol
