Mindfulness-Based Interventions: An Initial Inquiry into Their Implementation and Benefits in Early Childhood Education

Abstract

Mindfulness-Based Interventions (MBIs) have been increasingly implemented across various educational levels, including early childhood education. However, teachers have received limited training on this emerging practice. A descriptive literature review serves as a synthesis of foundational information on MBIs, supporting educators in making informed decisions in practice. This text discusses three aspects related to MBIs, including: the definition of mindfulness in educational contexts, the characteristics of MBI programs, and the outcomes of MBIs for preschool-aged children. These insights offer suggestions regarding factors that educators should consider both prior to and during the implementation of mindfulness practices.