In this toolkit, we highlight four distinct and related capacities that are critical in the early childhood workplace: attentional awareness, emotional regulation, perspective-taking, and self-compassion. “Simply being aware of what is happening right now without wishing it were different enjoying the pleasant without holding on when it changes (which it will) being with the unpleasant without fearing it will always be this way (which it won’t).” (James Baraz). “The awareness that arises through paying attention in a particular way, on purpose, in the present moment, nonjudgmentally.” (Jon Kabat-Zinn) “The psychological process of bringing one’s attention to the internal and external experiences occurring in the present moment, which can be developed through the practice of meditation and other training.” (Wikipedia) “The basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us.” () “Maintaining a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment.” (Greater Good Science Center at UC Berkeley) With mindful awareness the flow of energy and information that is our mind enters our conscious attention and we can both appreciate its contents and come to regulate its flow in a new way.” (Dan Siegel) “Waking up from a life on automatic and being sensitive to novelty in our everyday experiences. “The act of being intensely aware of what you’re sensing and feeling at every moment – without interpretation or judgment.” (Mayo Clinic) “Paying attention here and now with kindness and curiosity.” (Association for Mindfulness in Education) Thus, mindfulness is defined as moment-by-moment awareness of thoughts, feelings, bodily sensations, and surrounding environment, characterized mainly by ‘acceptance’-paying attention to thoughts and feelings without trying to distinguish whether they are right or wrong.” (Shahmoon-Shanok & Carlton Stevenson 2015, p. “ntending and developing the capacity to come back to center to pay close attention to the internal experience of sensations, thoughts, and emotions with engaged curiosity, equanimity, deep compassion, and acceptance. Through the work of scientists, psychologists, and child development specialists, we are discovering some answers to these questions and how practicing mindfulness in early childhood settings might help. Similar challenges arise when providing support to parents and professionals working with children. What can early education professionals do to offer children consistent, nurturing care and responsiveness? How can we build our capacity to stay focused and attentive to all children and families in our care? What helps us notice and respond sensitively to a child’s needs and emotions (while we are experiencing strong feelings too)? These are common challenges that arise in caring for children. We know that these relationships develop through attuned and sensitive care and interactions. We often hear about the important role that a calm and responsive adult, and secure adult-child relationship, plays in helping young children learn and grow. Mindfulness in the Early Childhood Environment
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This ability to focus attention on the present and to maintain that focus is a foundational skill that underlies many other important capacities that we need for health, well-being, and connection with children, families, and others. This kind of awareness means we are purposefully paying attention to what is happening around us, what is happening inside us, what we are doing, and how we are doing and feeling without judging or analyzing. In this resource, mindfulness is thought of as intentional and non-judgmental present-moment awareness.
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