Mindfulness Minutes
Mindfulness builds awareness of present-moment experience, which is foundational for emotional regulation and intentional behaviour.
- Framework: EYFS
- Unit: EYFS Champions of Character
- Learning area: Socio-Emotional
- Level: EYFS Reception
Objectives
- Practise mindfulness techniques
- Notice bodily sensations and emotions
- Use mindfulness for self-regulation
Materials
- Mindfulness bells or chimes
- Breathing visuals
- Body scan scripts
- Mindfulness journals
Instructions
Introduce mindfulness with wonder: 'Mindfulness means paying attention to right now—to what you're feeling, thinking, and sensing in this very moment. It's like giving your brain a little vacation from worrying about the past or future!'
Begin with mindful listening: ring a bell or chime and challenge children to listen until they can no longer hear it. 'Raise your hand when the sound completely disappears.' This builds attention and presence.
Teach mindful breathing: 'Put your hand on your belly. Breathe in slowly and feel your belly rise like a balloon. Breathe out slowly and feel it go down. Let's do five breaths together, paying attention to how it feels.'
Introduce body scans: guide children to notice sensations in different body parts from toes to head. 'Notice your feet. Can you feel them on the floor? Are they warm or cool? Comfortable or uncomfortable? There's no right answer—just notice.'
Practise mindfulness minutes throughout the day: morning arrival, before tests or challenging activities, after recess, during transitions. Short, frequent practise builds the skill better than long, occasional sessions.
Connect mindfulness to character: 'When you're mindful, you can notice when you're getting upset BEFORE you lose control. Then you can choose how to act instead of just reacting.'
Educator tip
Start with very brief practices (30 seconds) and gradually lengthen. Some children find stillness challenging—offer movement alternatives like mindful walking or stretching.
Assessment
Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Observe engagement in mindfulness practices, ability to describe present-moment experience, and transfer to self-regulation situations.