Accoding to Willis and Dinehart (2014), the number one concern teachers express is their students inability to follow directions in early childhood classrooms. Teachers are encouraged to try new and innovative ways to engage their students every day, which can be specially challenging for students with poor self-regulatory skills. Knowledge of developmentally appropriate practices becomes instrumental in guiding educators attempts at helping their students achieve higher levels of self-regulatory skills.
Mindfulness and Self-Regulation in the Classroom
Mindfulness is the practice of becoming aware of one's body, which in turn promotes self-regulation. Mindfulness takes the concept of "taking a breath" to the next level, allowing younger children to get in touch with their senses and therefore laying the foundation for more abstract skills associated with executive functioning.
“The education of a young child does not aim at preparing him for school, but for life.” - Maria Montessori
Krogh, S.L., (2012). Early childhood education (2nd. Ed.). Mahwah, NJ: Lawrence Erlbaum.
Willis, E., & Dinehart, L. (2014). Contemplative practices in early childhood: Implications for self-regulation skills and school readiness. Early Child Development and Care, 184(4), 487-499.