Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24322
Title: 
Authors: 
Keywords: 
Early childhood
Mindfulness
21st century skills
Socio-emotional competencies
Self-regulation
Teaching
Parenting
Issue Date: 
2022
Publisher: 
Springer Singapore
Citation: 
Khng, K. H. (2022). Mindfulness in early childhood: Developing 21st century competencies. In O. S. Tan, K. K. Poon, B. A. O'Brien, & A. Rifkin-Graboi. (Eds.), Early childhood development and education in Singapore (pp. 163-187). Springer Singapore. https://doi.org/10.1007/978-981-16-7405-1_9
Abstract: 
Mindfulness-based programs and techniques have become some of the most examined and validated prevention/intervention approaches. With the rising movement on holistic education, they are increasingly being used in schools around the world, including in Singapore, to support the development of socio-emotional competencies and cognitive, emotional, and behavioral self-regulation in students. These skills underlie the “21st Century Competencies” regarded to be important for children to survive and thrive in a fast-changing world. This chapter begins with an introduction to mindfulness and how it can be cultivated in young children. This is followed by a discussion of how mindfulness-based practices can foster self-regulation and socio-emotional competencies underlying 21st century skills and how mindfulness in teachers/teaching and parents/parenting can also influence child outcomes. The chapter concludes with a section on recommendations and implications for policy and practice, including a brief discussion of mindfulness in the local school settings and the need for future studies examining systems-level approaches involving teachers and parents.
URI: 
ISBN: 
9789811674051
DOI: 
File Permission: 
None
File Availability: 
No file
Appears in Collections:Book Chapters

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