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dc.contributor.authorKhng, Kiat Huien
dc.identifier.citationKhng, 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.
dc.description.abstractMindfulness-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.en
dc.publisherSpringer Singaporeen
dc.rightsThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022-
dc.subject.lcshEarly childhood education -- Singapore -- Researchen]
dc.subject.lcshChild development -- Research -- Singaporeen]
dc.titleMindfulness in early childhood: Developing 21st century competenciesen
dc.subject.keywordEarly childhooden
dc.subject.keyword21st century skillsen
dc.subject.keywordSocio-emotional competenciesen
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