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Practicing daily Mindfulness in the classroom give children time to process their thoughts and set their intentions for the day.  Because I do it with them, they felt very involved and it really set the pace for the day. Especially for my Raiden, these simple practices improve our relationship because we gave time to process our feelings, which often followed by hugs and laughs. Love the bond and after-math with him, and these processes is something that everyone in the class brought home to practice especially when they are running their temper. Simple, yet effective ways that all managed to do! 😊

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Key Concepts of SED that resonated with me - How the 5 components of SED (self-awareness, self-management, social awareness, relationship management and responsible decision-making) are the tenets to shape a child's values and dispositions for lifelong impact.

Innovative knowledge/ practices shared - I was intrigued by how Prof Tish brought mindful teaching into her daily practices with young children. From the sharing, I was inspired to take tiny steps to practice this in the interactions I have with children who are emotionally tense.

Practices re-evaluated/ reflected/ incorporated - Being in an EYC, it can be challenging when children aged below 3 years old are often experiencing emotional outburst. While our centre has a calm down corner in every classroom, I often pondered about the effective use of the area. I reflected that having a calm down corner does not equate to having a good support to children's SED. Instead, building SED should be embedded as a routine practice to help young children be aware of their own and others' emotions. Thereafter, they can have time and space to experience managing those emotions. As mentioned above, some tiny steps that I took were like stepping in to soothe a distressed child by acknowledging the child's emotions and introduce new emotion words to describe his/her emotions and the others. That helps to expand the child's vocabulary. Also, to share such reflections and introduce new learnings to teachers in the centre (e.g. use of Original Hoberman Sphere to provide young children visual aids in practicing deep breathing).

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Key concepts of SED that really resonated with me:  I learnt about mindfulness for teachers.  When teachers are able to manage stresses in the classrooms, they would become better at building a more positive, compassionate classroom.

I was inspired by Prof Tish's sharing on problem solving wheel.  I have implemented it in my centre.  Children made use of this wheel to help them in solving their problems.

After implementation of the problem solving wheel and teachers practising mindfulness, I observed that the atmosphere had become more relaxed and peaceful.  Children are gaining confidence in solving their problems more independently. Teachers have established more caring and responsive relationship with children.

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The session with Prof Tish gives a good impact on how children of all ages can be supported in managing their emotions and how mindfulness can also be taught to the children using simple methods. It also a reflection on how/what l have done or can do to play the role as a teacher/adult in children's life that will give positive impact throughout their lives.

I am more sensitive with children’s cries and meltdowns and l felt that it is important for me to step in when the teachers are not able to provide proper support to the child. I am more confident in jumping in and guide the teachers on what to do when they feel helpless upon seeing a child who requires attention.

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From the sharing of Prof. Tish, I have learnt that mindfulness of adults is crucial to ensure that we are ready for the children. I have started to share strategies and case studies to raise the awareness of the teachers.

I would also like to continue to work on and review the effectiveness of the calm corner that we have set up in the class. Also, to equip the teachers with the skills in guiding children to regulator their emotions and behaviors.

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From all the sharing, I think deeply is what affects the child's social emotional development. I have started to look in depth of the concerns and issues faced by a child and what contributes the current status of the child. Instead of judging on the surface, I now look into family background, growth, exposure and interest of a child to understand and to make wise and purposeful decisions to help the child.

As Mindfulness is talk of the town, I am planning  'Mindfulness' strategies to be carried out in our centre. I have started on a small scale in my class. Some of those strategies are
-keeping calm for about 2 minutes before start of a lesson.
- Sharing their thoughts for the day.
I noticed children participated better and were calmer during the lesson period. They connected well with peers through positive behaviour. We have quality sharing when children are calm.

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By following the advice of Prof Tish, I set my intention at the start of each day or before I enter the classroom. I ensure that I take time to breathe and clear my mind and focus on finding solutions rather than focus on the problem. All these simple things do have a great impact on the way you conduct the lesson, manage the classroom and communicate towards the children under your care.                                                                                                           As shared by fellow PASTELs, on how the environment is crucial, I have set up a small quiet part of the environment for children to calm down. I placed items such as cushions, stuffed animals and cozy mat that allows them to relax. To further relax their minds, I place squishy toys, lava lamps and sensorial materials for them to explore.

I have incorporated mindful awareness daily in the classroom. I began to observe children more intentionally and encouraged them to speak about their feelings if they felt upset or even happy. I use puppets to tell how it is okay not to be okay.  Children sometimes use the puppets to talk to regarding their ‘problems’.

I feel that children began to talk to me more willingly about their feelings. They also express empathy and are able to show care and concern if their peers cry or feel sad.  They will talk to their peers comforting them by saying that their parents will fetch them soon and even give them a hug. I have established a more trusting relationship with the children, and they feel very comfortable.  They cry less when they come back to the centre even after a long period of absence.

By tapping on our centre’s communication activities which includes activities such as role playing, show and tell and picture talk, children are more mindful about how others feel, they also practice active listening and are able to express their thoughts much confidently.

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Key concepts would be how even from the early years, the SED tenets need to be infused into our caregiving and to be purposeful in our interactions with the little ones

Interesting ideas shared would be to suspend judgement on children and to be caution with the words and actions we show them.

For me the aspect about mindfulness in our role as teachers is something to be shared in our centres and for the educators to always start with themselves

Mindfulness is to be worked into our practice more meaningfully so that educators are more aware of their practices and be sincere in the caregiving of the children. This is my greatest takeaway:)

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You may view your past padlet entries on your SED Learning Community here and here!

Please use this padlet space to share your reflections, key insights and takeaways from your first year as an ECLC PASTEL!

We have provided some guiding questions below that you may wish to share in the padlet:

What are some key concepts of SED that really resonated with you/new concepts that you learnt this year?

What are some new or innovative knowledge/practices shared by fellow PASTELs that you were inspired by?

How have you implemented/incorporated these practices in your centre?

What were some positive changes you observed in your centre after implementing these practices?

Have you changed or improved on any existing projects or practices in your centre as a result of your experiences and insights gained from your Learning Community session?