“I Will Be Less Judgmental, More Kind, More Aware, and Resilient!”: Early Childhood Professionals’ Learnings from an Online Mindfulness Module

Resilience-Building for Mental Health among Early Childhood Educators: A Systematic Review and Pilot-Study towards an EEG-VR Resilience Building Intervention

“…Another recent intervention by Hatton-Bowers et al (2020) also conducted a mindfulness- based intervention on early childhood professionals using an online module [ 45 ]. The practice of mindfulness and compassion incorporated in the online module, entitled Mindful Practice for ECE Professionals: Begin the Journey, increases the mental and occupational well-being of individuals.…”

“…Hatton-Bowers et al (2020) highlighted how mindfulness may act as a coping resource that promotes resilience and social–emotional competence in ECE settings. Outcomes of the module range from learning about mindful practices, planning their incorporation into daily activities, recognizing their association with effective teaching, to understanding their contribution to stress management [ 45 ].…”

“…The online mindful practice module used by Hatton-Bowers et al (2020) received responses from professionals providing indirect and direct care to children [ 45 ]. Focusing the analysis on professionals providing direct care, the study analysed 548 responses from the open-ended question given after the module is completed.…”

We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times

“…Not only did the program provide social-emotional benefits for children, but the researchers also noted benefits for the staff, who had a high prevalence of PTSD themselves. The participants in another study also acknowledged the benefits of mindfulness training, specifically for improving the quality of interpersonal and intrapersonal relationships (Hatton-Bowers et al, 2020). The study participants noted that mindfulness involves intentionality, self-awareness, being present, taking a pause, and considering a response.…”

“…Many TIP and SEL approaches are outlined in the literature to support children in developing SEL competencies, including, for example, SEL in support of school readiness (Mashburn & Pianta, 2006), equity-seeking frameworks (Jagers et al, 2019), relational approaches (Whitington & McInnes, 2017), the "power threat meaning" framework (Harper & Cromby, 2020;Read & Harper, 2020), and many others (e.g., Dorado et al, 2016;Greenberg et al, 2003;Hatton-Bowers et al, 2020;Jennings & Greenberg, 2009). Many of these approaches can inform programs for educators or be adapted to support educators.…”