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17-10-2018 | ORIGINAL PAPER

Preservice Students’ Dispositional Mindfulness and Developmentally Supportive Practices with Infants and Toddlers

Auteurs: Holly E. Brophy-Herb, Amy C. Williamson, Gina A. Cook, Julie Torquati, Kalli B. Decker, Jennifer Vu, Claire D. Vallotton, Larissa G. Duncan, The Collaborative for Understanding the Pedagogy of Infant/Toddler Development

Gepubliceerd in: Mindfulness | Uitgave 4/2019

Abstract

Although dispositional mindfulness has recently been linked to high quality teaching practices, there is limited work on how mindfulness is related to caregiving beliefs and practices with infants and toddlers. Based on survey responses from 618 preservice students enrolled in child development/early education classes at nine US universities, we examined associations between mindfulness and students’ beliefs, knowledge, and practices with infants and toddlers. Preservice students with greater self-reported mindfulness reported stronger beliefs about reflective practices and more mindful interactions with others, particularly interactions characterized by intentional kindness, greater child development knowledge, and more developmentally supportive responses to infants’/toddlers’ needs during common challenging situations. Results underscore the associations between mindfulness and developmentally supportive beliefs and practices and highlight burgeoning research on the role of mindfulness in high-quality early childhood teaching. Results also suggest the potential value of incorporating mindfulness training as part of professional development efforts related to early childhood teacher training.

vorige artikel Mindfulness, Conflict Strategy Use, and Relational Satisfaction: a Dyadic Investigation

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Titel: Preservice Students’ Dispositional Mindfulness and Developmentally Supportive Practices with Infants and Toddlers
Auteurs: Holly E. Brophy-Herb
Amy C. Williamson
Gina A. Cook
Julie Torquati
Kalli B. Decker
Jennifer Vu
Claire D. Vallotton
Larissa G. Duncan
The Collaborative for Understanding the Pedagogy of Infant/Toddler Development
Publicatiedatum: 17-10-2018
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 4/2019
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-018-1036-7

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