Addressing Early Childhood Bullying by Supporting Social-Emotional Skills with Mindfulness

Author

Briana DupervalFollow

Date of Award

Spring 5-2-2019

Document Type

Thesis

Degree Name

MA - Master of Arts

Department

Mindfulness Studies

First Advisor

Melissa Jean

Second Advisor

Melissa Jean

Third Advisor

Melissa Jean

Abstract

This paper explores articles on early childhood bullying, the effects it can have on a child’s well-being and possible interventions. Supporting the social-emotional development of young children is offered as a solution to the issue of early childhood bullying by helping children to develop better self-regulation, as well as compassion and kindness. The research states some of the current data on the positive effects of using mindfulness to support social-emotional development of young children. The mindfulness interventions mentioned include, Early Heart Smart Program (EHS), mindfulness-based yoga, mindfulness-based kindness curriculum (KC), social emotional learning (SEL) and mindfulness-based interventions (MBI). The studies on empathy and emotional competence propose that early childhood teacher’s well-being should also be considered when determining how to best support the social-emotional development of young children. Further studies explore the use of mindfulness techniques in supporting early childhood teachers through interventions such as MBSR (mindfulness-based stress reduction) and mindfulness-based training

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Language

English

Recommended Citation

Duperval, Briana, "Addressing Early Childhood Bullying by Supporting Social-Emotional Skills with Mindfulness" (2019). Mindfulness Studies Theses. 22.
https://digitalcommons.lesley.edu/mindfulness_theses/22