Review Article

Mindful awareness in early childhood education

Suvi H. Nieminen, Nina Sajaniemi
South African Journal of Childhood Education | Vol 6, No 1 | a399 | DOI: | © 2016 Suvi H. Nieminen, Nina Sajaniemi | This work is licensed under CC Attribution 4.0
Submitted: 11 February 2016 | Published: 25 August 2016

About the author(s)

Suvi H. Nieminen, Department of Teacher Education, University of Helsinki, Finland
Nina Sajaniemi, Department of Teacher Education, University of Helsinki, Finland

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This study is a literature review, drawing mainly on the nine significant and good quality studies (i.e. published in peer-reviewed journals) that make up the evidence base for mindful awareness practices in early childhood. Mindful awareness practices in this context means an individual’s awareness of her own body and her inner emotions or tensions. Increased awareness can decrease if individuals tend to impulsiveness or excessive stress. Self-regulation and mindful awareness skills are associated not only with stress regulation but also peer relationships and social skills. This systematic review attempts to look at the research of mindful awareness activities, programmes or interventions used as routine everyday activities. The second aim of this review is to examine the research design that has been used. The third aim of this study is to analyse the main themes and methods of these pieces of research.


mindful awareness; stress-regulation; early childhood; systematic review


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