“Mindfulness is noticing your feelings”: The power of mind-body awareness in the early years

Abstract

There has been a steady emergence of research on mindfulness during the early years. The purpose of this qualitative research meta-synthesis was to explore young children’s first-hand experiences with practicing mindfulness in schools. Using a seven-stage meta-synthesis process, a collective body of qualitative studies was gathered on mindfulness from children’s own perspectives. Data across the final pool of eight studies were organized, analyzed, and interpreted through original analyses. Five unique themes emerged about children’s positive perceptions of mindfulness in school, including: acknowledging how good it made them feel, engaging in mindfulness at home, making connections between mind and body, using mindfulness in challenging situations, and recognizing numerous benefits of breathing. Implications from this research suggest that practicing mindfulness can promote a greater sense of self-awareness in young children, particularly managing feelings during the early years. Recommendations include infusing mindfulness into the school culture as a value, a commitment, and a way of life.