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

The Collaborative for Understanding the Pedagogy of Infant/Toddler Development

Research output: Contribution to journalArticle

1 Citation (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)759-768
Number of pages10
JournalMindfulness
Volume10
Issue number4
DOIs
StatePublished - Apr 15 2019

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Mindfulness
infant
Students
student
childhood
Child Development
caregiving
interaction
teacher training
teaching practice
Teaching
university
education
Education
Research

Keywords

  • Developmentally appropriate practices
  • Early childhood
  • Mindfulness
  • Teacher training
  • Teachers

ASJC Scopus subject areas

  • Social Psychology
  • Health(social science)
  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Applied Psychology

Cite this

Preservice Students’ Dispositional Mindfulness and Developmentally Supportive Practices with Infants and Toddlers. / The Collaborative for Understanding the Pedagogy of Infant/Toddler Development.

In: Mindfulness, Vol. 10, No. 4, 15.04.2019, p. 759-768.

Research output: Contribution to journalArticle

The Collaborative for Understanding the Pedagogy of Infant/Toddler Development 2019, 'Preservice Students’ Dispositional Mindfulness and Developmentally Supportive Practices with Infants and Toddlers', Mindfulness, vol. 10, no. 4, pp. 759-768. https://doi.org/10.1007/s12671-018-1036-7
The Collaborative for Understanding the Pedagogy of Infant/Toddler Development. / Preservice Students’ Dispositional Mindfulness and Developmentally Supportive Practices with Infants and Toddlers. In: Mindfulness. 2019 ; Vol. 10, No. 4. pp. 759-768.
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