I Can Be Mindful: Development And Implementation Of A Mindfulness-Based Camp For Young Children In An Early Learning Setting

Michael MackenzieObjectives: Describe and analyze the development and implementation of I Can Be Mindful, a 4-week integrated mindfulness summer programs for 4 to 7 year olds in an inclusive early learning setting. Methods: Data sources included: 1) twice daily video/audio recordings of teacher-guided reflective conversations with the children (avg. 30 min. in length), 2) twice daily video/audio recordings of pre/post session with teaching staff (avg. 60 min. in length, 3) daily video/audio recordings of yoga sessions (avg. 30min in length), 4) audio recordings of notes made during meetings with advisors, 5) audio recordings of meetings with camp planning committee (research team + teaching staff), 6) weekly parent newsletter, 7) optional end-of-camp parent survey, 8) weekly teaching plans, 9) photographs of camp experiences, 10) drawings created by camp participants, 11) focused observations by the participant observer and teaching staff, 12) research journal. Data were transcribed verbatim and analyzed using inductive thematic analysis (bottom-up approach). Results: Nineteen children attended the 4-week summer camp [12 female; age 5.11 (1.20) years]. Inductive thematic analyses suggest: 1) mindfulness was integrated through the curriculum and environment1 in order to holistically support young children’s learning and development in the context of intentionally-planned ecological experiences and reflective conversation, 2) reflective practice was used as a means of informing planning and refining as well as integrating experiences for children and teachers, 3) teachers were actively engaged with the children’s experiences, the children’s families, and in documentation of mindfulness throughout the environment (physical, social, temporal), 4) family partnerships were formed through families’ participation and engagement on field trips, and a weekly newsletter shared by teachers via email providing reinforcing resources for children’s mindful learning at home, and a voluntary end-of-program survey. Conclusions: Integrating mindfulness through the curriculum and the environment (physical, social, temporal) in the context of intentional planning, applied present-moment engagement and reflective discussions between the children their teachers and families yielded a collective understanding of the feasibility and promise of impact on the integration of mindfulness for children, their teachers and families in inclusive early learning environments. These rich descriptive analyses provide a perspective that is not currently being captured using the outcomes-focused approach. Mindfulness and early childhood are both holistic paradigms and should be honored as such. These preliminary findings are critical in designing and delivering community-based participatory mindfulness programming in inclusive early learning contexts.Health Behavior Scienc