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Systemic approach to students' wellbeing: “Mindful Minutes in Early Childhood Education”

Social-emotional pre-school education: raising a generation of courageous and emphatic individuals

We stand at the forefront of social-emotional development in early childhood. By implementing our unique curriculum in practice for 14 years we trace its effectiveness: our students know how to navigate their emotional world, set clear boundaries, communicate confidently and effectively. It lays foundations for better academic performance and fosters harmonious living within society.

Overview

Information on this page is provided by the innovator and has not been evaluated by HundrED.

Web presence

2013

Established

6K

Children

1

Countries
Target group
Students early
Updated
May 2024
We hope that via dissemination of the practice and its proven benefits, social-emotional education becomes an integral part of education systems everywhere. Subsequently, children develop mindfulness and deep breathing as a valuable tool for managing emotions and promoting well-being for a lifetime, helping them to navigate their emotional world, set clear boundaries, communicate confidently.

About the innovation

Why did you create this innovation?

Emotional dysregulation is typical in today’s fast-paced, digitally connected world, where children are exposed to a barrage of stimuli from a young age. This manifests as difficulty in maintaining focus, managing emotions, behavior and relationships, thus, there is an immense need for developing social-emotional skills in a way suitable and efficient for children as early as possible.

What does your innovation look like in practice?

Social-emotional education encompasses regular mindfulness practice, yoga, positive discipline, role-playing games, music and art therapy - all is integrated into the daily curriculum of Contextual Education. We holistically teach even the youngest children, twice a week children have breathing practices and yoga, using age-appropriate language, visual aids (e.g. unique deep breathing cards that have been presented at international conferences, right now we are developing cards with yoga poses), gamification (e.g. pretending to be a bear calming down before hibernation), guided activities (reflection of books, music, art therapies). Children also learn to recognize and articulate their feelings during the role-playing games. Next year this will be supplemented with sand-, biblio-, block-, nature-therapies.
Also we employ positive discipline throughout the day, teachers act as role-models. Parents are also regularly educated through webinars and various meetings.

How has it been spreading?

We were the first in Lithuania to pilot a social-emotional curriculum in 3 of our preschools to select the most effective techniques and methods. Following teacher training and impact assessment, we launched the program full scale in all 10 of our preschools across the country, reaching more than 700 children. Beyond this, each year we organize conferences on social-emotional innovations, where 4700 educators have participated already. We also train other institutions and individuals (60 in 2 years), provide them with online webinars and implementation materials such as mindfulness cards for children. Finally, we actively share the practice beyond Lithuania – we conduct consultations and lectures to empower colleagues from Japan, Norway, India, Poland, US, India, etc.

If I want to try it, what should I do?

Contact us! We will provide you with the science-based training course on social-emotional education: positive discipline, mindfulness, yoga for children, etc. We will train your staff, provide you with tested practices and tools (e.g. meditation and yoga cards, stories, games). Finally, come and see the program in practice at our preschools or we can visit you and help you learn by doing.

Implementation steps

Introduction and presentation of the social-emotional education program
Objective: secure institutional support for the social-emotional education program. Action: set meetings with institution’s management and teachers, to introduce the program’s scientific basis and benefits that the program has been proven to bring (e.g. using our impact assessments). Meetings should include Q&A/discussion sessions, to address any concerns that the key stakeholders may have.
Implementation planning
Objective: ensure a smooth, scalable rollout of the program. Action: develop a plan for a gradual implementation of the social-emotional education program, including a robust monitoring and evaluation framework (step 6). Initiate the program in around 1/3 of the classrooms, monitor (step 4). Gathered data and feedback will inform the iterations to best suit your institutional context, if needed. Then proceed with institution-wide adoption (maintaining continued monitoring).
Comprehensive teacher training
Objective: equip teachers with the necessary skills for high-quality social-emotional education. Action: Provide teachers with a comprehensive training program, including: 1) mindfulness methodology – in order to act as role models for children, teachers should be trained on and practice mindfulness themselves; 2) social-emotional education – using the techniques and tools in classrooms; 3) supportive teaching strategies, e.g. age-appropriate concepts, gamification of breathing exercises, etc.
Classroom implementation and evaluation
Objective: evaluate and improve the program’s classroom execution. Action: schedule and implement peer observations, where experienced teachers observe program’s implementation in classrooms during classes and assess practices in line with set criteria for consistency. Following the observation, a discussion meeting between the observer and teacher is held, where observer provides constructive feedback and suggests specific areas for improvement.
Curriculum integration and parental engagement
Objective: embed the program into institution’s educational framework. Action: before a full-scale roll out, host informational sessions for parents about planned changes, the science behind social-emotional education as well as the evidence of its impact on children. Parents should be provided with a platform to ask questions and provide feedback, such as Q&A sessions or discussions. When consensus is obtained, the program should be formally integrated into institution’s curriculum.
Ongoing program monitoring and improvement as needed
Objective: maintain the program’s effectiveness and relevance. Action: following a full-scale implementation of the program, execute the monitoring and evaluation activities (set up in step 2). These can include teacher observations (step 4), children observation (monitoring their emotional management, deep breathing), surveys of parents, teachers, and school staff. This will provide insights into the impact of program as well as allow for timely refinements if needed.

Spread of the innovation

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