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

  • Holly Hatton-BowersEmail author
  • Michelle Howell Smith
  • Tuyen Huynh
  • Kirstie Bash
  • Tonia Durden
  • Christine Anthony
  • Jaclynn Foged
  • Kathleen Lodl
Article

Abstract

Mindfulness can be incorporated into the early care and education setting as a mechanism to change a person’s relationship with stressors and increase early childhood professionals’ (ECPs) abilities to be present, aware, and more joyful with the children in their care. Mindfulness may serve as an important coping resource that can promote psychological resilience for ECPs. The current evaluation examined reactions and perceived benefits from ECPs who participated in an online mindfulness and compassion focused professional development module. Written substantive responses were analyzed using a two-phase analytic coding process to identify themes and relationships among themes. Results indicated that the majority of respondents found learning about mindfulness was valuable, informative, and transformative. Respondents reflected how they learned information to practice mindfulness as an ECP, identified the benefits of practicing mindfulness, and had a better understanding of mindfulness. It is our hope that this research will spark an interest within our field to consider professional development on the topic of mindfulness and compassion within early childhood and education settings.

Keywords

Early childhood professionals Professional development Mindfulness Compassion Early care and education Well-being 

Notes

Funding

This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, under Agreement No. 2010-48712-21880, using funding from the Office of the Secretary of Defense. The opinions expressed those of the authors and do not represent the views of the Department of Defense.

Compliance with Ethical Standards

Conflict of interest

No potential conflict of interest was reported by the authors.

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Child, Youth and Family StudiesUniversity of Nebraska-LincolnLincolnUSA
  2. 2.Nebraska Center for Research on Children, Youth, Families and SchoolsUniversity of Nebraska-LincolnLincolnUSA
  3. 3.Department of Early Childhood and Elementary EducationGeorgia State UniversityGeorgiaUSA
  4. 4.College of Agricultural SciencesPennsylvania State UniversityUniversity ParkUSA
  5. 5.Nebraska ExtensionUniversity of Nebraska-LincolnLincolnUSA

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