Embedding Mindfulness in Early Years: The LITTLE MINDS Approach

Based at the University of East Anglia (UEA), the Little Minds project explores how mindfulness can be meaningfully embedded in early years settings to support young children's speech, language and communication (SLC) development, engagement, and wellbeing. As a team of researchers and educators in early childhood and mindfulness, we are excited to be sharing our work through a keynote panel on wellbeing curriculums in early education and associated workshops at the upcoming Joyce Morris Early Years Literacies Forum conference.

Why Mindfulness, Why Now?

Recent reports have highlighted a concerning rise in the number of children starting school with poor speech, language and communication skills (Public Health England, 2020). These challenges, compounded by the long-term effects of the COVID-19 pandemic, have emphasised the need for responsive and developmentally appropriate approaches that can be embedded into the rhythms and relationships of early years practice—not bolted on as external 'interventions'.

The Little Minds approach addresses this need. Rather than positioning mindfulness as a separate activity, we have drawn on the research literature and our own professional experience to develop a model that integrates mindfulness principles and practices into everyday provision, routines, and adult–child interactions. Our work recognises the central role of adults in shaping children’s environments and communication experiences, and the power of mindful relationships in supporting the development of children’s focus, bodily awareness, emotional regulation, and self-understanding.

The Theoretical Foundations: Why Mindfulness Supports SLC Development

Our approach is informed by research which indicates that mindfulness-based interventions can enhance children’s executive function (EF) skills—such as working memory, attentional control and cognitive flexibility—which, in turn, form the foundation for language and communication development (Flook et al., 2010; Zelazo & Lyons, 2012; Ursache, Blair & Raver, 2012). Mindfulness practices have also been associated with improvements in emotional wellbeing and behaviour regulation in young children (Thierry et al., 2016), making them especially relevant for early years practitioners working in increasingly complex educational and social contexts.

Crucially, we are also responding to critiques of interventionist models that fail to consider the diverse lived realities of young children and early years educators. The Little Minds approach was co-constructed with practitioners and is designed to be adaptive, relational, and sensitive to context.

From Research to Practice: What We’re Doing

Our project includes:

· Professional development training for early years practitioners

· A practical companion handbook explaining the theory and application of the Little Minds approach

· A suite of mindful pedagogical resources to support everyday interactions and continuous provision

· A realist-informed evaluation of the project in nursery and reception class settings across Norfolk

Using a realist methodology (Pawson & Tilley, 1997), we are investigating what works, for whom, in what contexts and why. Rather than seeking simple causal claims, we are looking at how mechanisms of change are activated in different settings—acknowledging the complexity of early childhood education and care environments.

Emerging findings and case studies from the project will be shared during our conference keynote panel and interactive workshop. These include examples of how children’s capacity to attend, describe their feelings, and take part in sustained shared thinking has been supported through mindful adult modelling and adjustments to the learning environment. These changes have led to observable changes in children’s SLC and emotional wellbeing.

Join Us at the Conference

As part of our keynote panel on wellbeing curriculums in early childhood, the Little Minds co-lead, Dr Kate Russell, will be discussing the theoretical and empirical grounding of our approach and inviting dialogue about how mindfulness fits within the wider picture of early childhood education, particularly in relation to SLC and emotional wellbeing.

In our interactive workshop, we will share some of the tools and reflective prompts used in practitioner training, walk through excerpts from the Little Minds companion handbook, and provide practical examples of how mindful principles can be integrated into everyday practice—even in the busiest and most constrained early years environments.

The Little Minds project is ultimately about being with children in ways that are attentive, curious, responsive and non-judgmental. As we continue to research and refine this work, we look forward to learning alongside educators, researchers, and leaders across the sector who share our commitment to developmentally respectful, emotionally attuned, and evidence-informed practice.

References

Flook, L., Smalley, S.L., Kitil, M.J., Galla, B.M., Kaiser-Greenland, S., Locke, J., Ishijima, E. and Kasari, C. (2010) ‘Effects of mindful awareness practices on executive functions in elementary school children’, Journal of Applied School Psychology, 26(1), pp. 70–95.

Pawson, R. and Tilley, N. (1997) Realistic Evaluation. London: Sage.

Public Health England (2020) Improving the home learning environment: A behaviour change approach. Available at: https://www.gov.uk/government/publications/improving-the-home-learning-environment (Accessed: 26 June 2025).

Thierry, K.L., Bryant, H.L., Nobles, S.S. and 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), pp. 805–821.

Ursache, A., Blair, C. and Raver, C.C. (2012) ‘The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure’, Child Development Perspectives, 6(2), pp. 122–128.

Zelazo, P.D. and Lyons, K.E. (2012) ‘The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective’, Child Development Perspectives, 6(2), pp. 154–160.

Eleanor Milligan, Kimberley Bartholomew, Kate Russell and Lois Ferguson