Adaptive, not prescriptive: How a realist methodology can support the development of a child and practitioner-centred mindful pedagogy
By Eleanor Milligan and Lois Ferguson
Little Minds is a research project that investigates how mindfulness can support early years speech, language and communication development. Increasing numbers of children are starting school with poor speech, language, and communication skills (PHE, 2020), an issue exacerbated by the COVID-19 pandemic (Kuhn et al., 2022). Additionally, EYFS profile data highlights a critical need to improve children's listening, attention, understanding, and speaking skills (DfE, 2023).
The Case for Mindfulness in Early Years
There are strong, positive links between mindfulness and children’s executive function development, vocabulary acquisition, and self-regulation skills (Culotta et al., 2024; Flook et al., 2015; Thierry et al., 2016). Executive function is closely connected to speech, language, and communication (Bruce & Bell, 2022), which makes mindfulness a potentially powerful tool for supporting early language development. Additionally, mindfulness has been shown to enhance practitioner wellbeing and reduce stress (Bazzano et al., 2023; Thierry et al., 2018). However, it is essential to consider the ethical implications of mindfulness-based interventions in the early years to ensure that they are both appropriate and effective.
Reflecting on Previous Mindfulness Programmes
Previously, mindfulness programmes for early years education have largely followed a prescriptive, intervention-style approach that presents a range of challenges:
Long and expensive training that is inaccessible to early years practitioners
Unrealistic implementation demands that create feelings of overwhelm
Limited practitioner agency in how mindfulness is introduced
Inaccessible to diverse learners’ backgrounds and needs
A Realist Methodology for a Mindful Pedagogy
In response to calls for more participatory, rights-based and inclusive early years research (Lyndon, 2023; Pascal & Bertram, 2023), the Little Minds project applies a realist methodology and participatory action principles to help address the above limitations. It recognises that the ECEC sector is not homogenous and the key to sustainability is in understanding what works for whom, in what contexts and why, so that a flexible programme can be developed (Pawson and Tilley 1997). This adaptive, not prescriptive, approach ensures that mindful activities and approaches are co-constructed with practitioners to align with the realities of their early years settings. The project’s content expert group - comprising early years practitioners, mindfulness experts, and early childhood specialists - works collaboratively to develop a child- and practitioner-centred mindful pedagogy.
Co-Creating an Evidence-Based Approach
Rather than imposing a rigid framework, the goal of the Little Minds project is to co-create an evidence-based, flexible, and developmentally appropriate mindful pedagogy. By actively and ethically engaging early years educators and children in the research process, the project seeks to support speech, language, and communication development in meaningful, sustainable ways. The Little Minds project embodies a shift from top-down interventions to an approach that values practitioner expertise and real-world implementation. By taking into account both the benefits and challenges of mindfulness in early years settings, this initiative holds great potential to support young children's wellbeing and literacy development.
Little Minds at BECERA
In the BECERA conference presentation, Little Minds researchers from the University of East Anglia will delve deeper into what has been uncovered so far through the realist approach and how it continues to inform our programme. We will explore the considerations and approaches taken with both practitioners and children throughout the course of the research to ensure ethical encounters whilst developing the Little Minds pedagogy.
This research is funded by the Joyce Morris fund at the University of East Anglia, and lead by joint principal investigators Dr Kimberley Bartholomew and Dr Kate Russell.
References:
Bazzano, A., Sun, Y., Zu, Y., Fleckman, J. M., Blackson, E. A., Patel, T., Shorty-Belisle, A., Liederman, K. H., & Roi, C. (2023). Yoga and Mindfulness for Social-Emotional Development and Resilience in 3–5 Year-Old Children: Non-Randomized, Controlled Intervention. Psychology Research & Behavior Management, 16, 109–118.
Bruce, M., & Bell, M. A. (2022). Vocabulary and Executive Functioning: A Scoping Review of the Unidirectional and Bidirectional Associations across Early Childhood. Human Development, 66(3), 167–187. https://doi.org/10.1159/000524964
Culotta, E., DiCarlo, C., & Rueter, D. (2024). Using Mindfulness Practices to Increase Self-Regulation in Pre-Kindergarten and Kindergarten-Aged Children. Child & Youth Care Forum. https://doi.org/10.1007/s10566-024-09842-4
DfE. (2023). Early years foundation stage profile results, Academic year 2022/23. Department for Education. https://explore-education-statistics.service.gov.uk/find-statistics/early-years-foundation-stage-profile-results/2022-23
Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting Prosocial Behavior and Self-Regulatory Skills in Preschool Children Through a Mindfulness-Based Kindness Curriculum. Developmental Psychology, 51(1), 44–51.
Kuhn, L., Norris, I., Sawyer, G., Schwendel, G., & Twist, L. (2023). Children and young people’s wellbeing and mental health during the Covid-19 pandemic. National Foundation for Educational Research. https://www.nfer.ac.uk/publications/children-and-young-people-s-wellbeing-and-mental-health-during-the-covid-19-pandemic/
Lyndon, H. (2023). Embracing the breadth of ethical complexities in early childhood research. European Early Childhood Education Research Journal, 31(2), 143–146. https://doi.org/10.1080/1350293X.2023.2208469
Pascal, C., & Bertram, T. (2023). Evidencing practice: Re-focusing on children’s flourishing, fulfilment and wellbeing. European Early Childhood Education Research Journal, 31(3), 305–310. https://doi.org/10.1080/1350293X.2023.2214021
Pawson, R., & Tilley, N. (1997). Realistic evaluation. Sage.
PHE. (2020). Best start in speech, language and communication: Guidance to support local commissioners and service leads. Public Health England. https://assets.publishing.service.gov.uk/media/5f9be9bbe90e0704157fb12f/BSSLC_Guidance.pdf
Thierry, K. L., Bryant, H. L., Nobles, S. S., & Norris, K. S. (2016). Two-Year Impact of a Mindfulness-Based Program on Preschoolers’ Self-Regulation and Academic Performance. Early Education and Development, 27(6), 805–821. https://doi.org/10.1080/10409289.2016.1141616
Thierry, K. L., Vincent, R. L., Bryant, H. L., Kinder, M. B., & Wise, C. L. (2018). A Self-Oriented Mindfulness-Based Curriculum Improves Prekindergarten Students’ Executive Functions. Mindfulness, 9(5), 1443–1456. https://doi.org/10.1007/s12671-018-0888-1
If you’re interested in this, you might also like:
Norling, M. (2024) ‘The social language environment – domain: ECEC teachers’ self-reported ratings of strategies in teaching literacy’, European Early Childhood Education Research Journal, pp. 1–17. doi: 10.1080/1350293X.2024.2389191.
Harkoma, S. M. et al. (2021) ‘Impact of pedagogical intervention on early childhood professionals’ emotional availability to children with different temperament characteristics’, European Early Childhood Education Research Journal, 29(2), pp. 183–205. doi: 10.1080/1350293X.2021.1895264.