Beyond yoga mats and “mindfulness sessions”
Discovering Nature’s Wonders
Our walks invite children to observe the beauty of the natural world around them. From the rustling leaves to the chirping birds, each walk is an adventure filled with new sights and sounds. This exploration fosters curiosity and a sense of wonder, helping children feel connected to the world around them.
Moments of Calm
Walking quietly and calmly gives children a break from the busy activities of the day. It provides them with a peaceful moment to relax and breathe deeply. These calming periods are essential for helping young children manage their emotions and recharge their energy.
Learning to Self-Regulate
By participating in our walks, children learn the important skill of self-regulation. They discover how to slow down, focus on their breathing, and find a sense of peace within themselves. These walks teach them that it’s okay to take a break and that being calm can feel good.
Building Mindfulness
Mindfulness is the practice of paying attention to the present moment, and our walks are a wonderful way to introduce this concept to young children. As they walk, we encourage them to notice the small details around them, helping them stay present and engaged. This practice not only calms their minds but also enhances their ability to concentrate and be attentive.
Understanding Mindfulness in Preschool: The Little Hearts Perspective
What does mindfulness look like for a pre schooler?
Definition of mindfulness;
- The quality or state of being conscious or aware of something.
- A mental state achieved by focusing one’s awareness on the present moment, calmly acknowledging and accepting one’s feelings, thoughts, and bodily sensations, often used as a therapeutic technique.
Given these definitions, how should a preschool teacher approach the concept of “teaching” mindfulness? The idea of structuring mindfulness lessons for very young children can be seen as contradictory to the essence of mindfulness itself. Mindfulness is a practice that requires a conscious decision to engage with it, understanding its importance, and embodying its principles in daily life.
For mindfulness to be meaningful in a preschool setting, it must be integrated into the daily interactions, language, and behaviour of the educators. It should be something that is lived and breathed, not just a scheduled activity or a checkbox in a mental well-being agenda. Simply instructing children to sit on mats, breathe at specific rates, close their eyes, or imagine playing with a favourite toy does not equate to practicing mindfulness. In fact, this approach often reduces mindfulness to yet another task children must perform to meet adult expectations.
True mindfulness for pre schoolers is facilitated by self-aware teachers who guide children through their natural journey of self-discovery. This journey is full of new neural connections, boundary-setting, and emotional experiences. Emotions such as anger, frustration, sadness, and fear are completely normal and developmentally appropriate for young children. These emotions should not be “meditated away” or dismissed with simple breathing exercises. Instead, they need to be accepted, explored, and guided by the adults around them before we can begin to introduce mindfulness practices.
How do we pass on mindfulness techniques and skills to young children?
The key lies in the adults being fully present with the children, sharing in the experiences that unfold naturally. Mindfulness can be woven into everyday activities: nature walks, sensory explorations, immersive storytelling, and engaging in imaginative play. When we fully participate in these moments, we tap into our senses and bring attention to them, fostering mindfulness in a way that feels organic and meaningful to the children.
Acknowledging and understanding the root of high-level emotions in children is crucial. It’s not enough to simply say, “I see you are angry.” We must observe what triggered the emotion and help the child decode it. For instance, if a child like Billy hits Jonny after Jonny snatches a toy, we need to explore why Billy felt angry. Was it a violation of personal space? Did he sense hostility or feel resentment? Similarly, why did Jonny snatch the toy? Was he feeling ignored, lonely, or bored? Guiding children through these emotions helps lay the foundation for practicing mindfulness as they grow.
Mindfulness in a preschool setting is not about allocating a specific time each day for meditation. Instead, it should be an integral part of the environment, embedded in the very fabric of our interactions with children. It is not the responsibility of young children to “learn mindfulness” in the traditional sense. Rather, it is the responsibility of adults to model mindfulness through presence, compassion, and authentic engagement.
When a preschool claims to incorporate “mindfulness time” as an extracurricular activity, it is essential to ask what this means in the daily life of the children. How are the teachers supported emotionally? Are they encouraged to practice mindfulness themselves? Do they receive the mental health support necessary to be effective role models? Just as in an airplane, where adults must secure their own oxygen masks before assisting others, educators need to take care of their emotional well-being before they can genuinely teach and model mindfulness for young children.
Below is a feelings wheel, which provides insight into the complexity of emotions and the deeper meanings behind surface feelings. By first understanding these nuances ourselves, we can better support the emotional and mindful development of our children.