Mindfulness in the Early Childhood Classroom

Dr. Cythia DiCarlo, Louisiana State University

Dr. Denise Rueter, University of Wisconsin-La Crosse

Ellyn Culotta Betzer, M.Ed., St. Angela Merici Catholic School

Amidst the hustle and bustle of daily life, mindfulness practices offer one approach for helping young children develop essential self-regulatory skills that are important for managing emotions. Several studies (Poehlmann-Tynan et al., 2016; Razza et al., 2015) have shown the positive impact of mindfulness practices on young children's development. These studies suggest that consistent mindfulness activities can be successfully implemented in the classroom to improve self-regulatory skills and other abilities.

A recent study by Culotta et al. (2024) focused on the implementation of mindfulness practices in Pre-K and Kindergarten classrooms, assessing the impact on children's self-regulatory behavior. The researchers found that mindfulness practices could be implemented daily with high fidelity and have a positive impact on each student’s self-regulatory behaviors. This study used guided meditation and yoga poses as interventions. 

What is Mindfulness?

Mindfulness is defined as “the awareness that emerges through paying attention on purpose, in the present moment, and non-judgmentally to the unfolding of experience moment by moment” (Kabat-Zinn, 2003, p. 145). Mindfulness focuses on being present and aware of one’s thoughts, feelings, and bodily sensations without judgment. For young children, mindfulness can be introduced through various activities, including guided meditation, yoga, and body scanning.

Why Mindfulness Matters in Early Childhood

Self-regulation skills are critical for school readiness, classroom behavior, and academic success. These skills, which include the ability to focus attention, inhibit impulses, and manage emotions, are not innate and need to be developed in children. The early childhood years are a critical time for brain development, making it an ideal period to begin building self-regulatory behaviors. Children with stronger self-regulation skills have an increased expectation for future benefits with health, finances, and academic success. Conversely, those with weaker self-regulation skills are at risk for emotional and behavioral problems.

The following recommendations are taken from Culotta et al., 2024:

Practical Mindfulness Activities for the Classroom

Mindfulness practices can be easily integrated into the daily classroom routine. Here are some examples based on the practices used in Culotta et al.’s (2024) study:

• Guided Meditation: Short, guided meditation sessions, lasting about 3-5 minutes, can help children focus on their breath and become more aware of their bodies. A scripted meditation from Susan Verde’s book, I am Peace: A Book of Mindfulness, can be used to guide children. Children can choose to sit cross-legged or lay down during meditation.

• Yoga Poses: Incorporating simple yoga poses can help children become more aware of their bodies and regulate their energy. Teachers can introduce a book like Susan Verde's I am Yoga to allow children to choose poses.

• Children can hold poses for at least 5 seconds.

• Breathing Exercises: Simple breathing exercises, like taking deep breaths in and out, can be incorporated into morning circles or transitions. Breathing exercises can help children manage their emotions when they are upset or overexcited.

• Movement Activities: Movement-based mindfulness activities, such as acting out care routines with stuffed animals or singing with movement, can be particularly engaging for young children. These activities can help children focus their attention and learn to care for others.

• Body Scans: A body scan involves having children focus their attention on different parts of their bodies, noticing any sensations they feel. This can be done while lying down or sitting comfortably.

Addressing Implementation Challenges

Some teachers may be unfamiliar or uncomfortable with implementing mindfulness practices. However, research shows that with support, teachers can integrate these practices into the classroom effectively.

• Teachers can be trained in how to lead mindfulness activities.

• Teachers can be provided with resources to implement these practices in their classrooms, such as books, guided meditations, and yoga poses, such as I Am Yoga (Verde, 2015).

• Starting with shorter durations, approximately 3 minutes, and incorporating movement-based practices can help keep young children engaged.

Conclusion

Mindfulness practices offer a valuable way to support young children's development of self-regulation skills, including impulse control, emotional regulation, and problem-solving, as evidenced by Culotta et al. (2024). By incorporating activities such as guided meditation, yoga, and movement, teachers and caregivers can help children learn to be more present, focused, and balanced. Developing these skills in early childhood provides a foundation for lifelong success and well-being. 

References

Culotta, E., DiCarlo, C. & Rueter, D. S. (2024). Using mindfulness practices to increase self-regulation in pre-kindergarten and kindergarten-aged children. Child & Youth Care Forum. https://doi.org/10.1007/s10566-024-09842-4 

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016

Verde, S. (2015).  I am Yoga. Harry N. Abrams Publishing. 

Dr. Cynthia DiCarlo is a Professor and Program Coordinator of the Early Childhood Education at Louisiana State University and the Executive Director of the Early Childhood Education Institute www.lsu.edu/ecei

Dr. Denise Rueter teaches at University of Wisconsin-La Crosse.

Mrs. Ellyn Culotta Betzer received her M.Ed. in Early Childhood Education from Louisiana State University. She currently teaches Kindergarten at St. Angela Merici Catholic School.