Does implementing regular mindfulness in EYFS support children to regulate their behaviour?

The purpose of this study was to examine the effectiveness of regular mindfulness and to find out if it supported children to regulate their behaviour within the classroom. Using a focus group model, the study followed the impact of mindfulness strategies in practice. For ten weeks children received mindfulness sessions four times a week for 10 minutes daily. They were reminded and encouraged to observe their body sensations, feelings and thoughts with interest and curiosity and to learn to accept these without judgement. They were supported in gaining more insight into their own feelings and behaviour to allow them to become more aware and sensitive to the feelings of others. By reflecting rather than reacting to feelings, teachers felt that pupil regulation of emotional responses has increased.