RESEARCH AND MANY YEARS OF DIRECT EXPERIENCE SHOW THAT MINDFULNESS BENEFITS CHILDREN WITH

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1 RESEARCH AND MANY YEARS OF DIRECT EXPERIENCE SHOW THAT MINDFULNESS BENEFITS CHILDREN WITH EXECUTIVE FUNCTION (REFLECTION LEADING TO GOOD DECISION MAKING, ATTENTION AND SELF CONTROL) CONFLICT RESOLUTION EMOTIONAL SELF REGULATION GREATER FOCUS, OBSERVATION AND ATTENTION SKILLS LEADING TO ACADEMIC SUCCESS ENCOURAGING EMPATHY, KINDNESS, GRATITUDE & OPTIMISM STRESS REDUCTION AND IMPROVING THE QUALITY OF REST AND RELAXATION EQUALLY IMPORTANT, WE HAVE SEEN MORE JOYFUL AND PEACEFUL CHILDREN, AS WELL AS INSPIRED TEACHERS & PARENTS! THE MINDFUL EXPERIENCE FOR CHILDREN IS MORE THAN JUST ANOTHER ENRICHMENT PROGRAM. IT HAS POSITIVELY CHANGED THE CULTURE OF PARTICIPATING SCHOOLS & CENTERS, WHILE HELPING TO EDUCATE THE *WHOLE CHILD* (SOCIAL, EMOTIONAL, PHYSICAL, INTELLECTUAL). OUR CURRICULUM INCLUDES PRACTICES, SUCCESS TIPS AND SUGGESTIONS FOR FAMILY MINDFULNESS AND TEACHER SELF CARE & CENTERING. PARENTS AND EDUCATORS ARE THE BEST MINDFUL MODELS FOR KIDS EVERYWHERE. HAPPIER TEACHERS, MOMS & DADS LEAD TO HEALTHIER, MORE SUCCESSFUL SCHOOLS AND BUSINESSES!

2 INTRODUCING WHAT MINDFULNESS IS ALL ABOUT IN KIDS LANGUAGE Life is amazing and wonderful. You are amazing and wonderful! Paying close attention to people and things with our senses is powerful. It s fun too, and often surprising! Changing the way we breathe changes the way we feel. We can discover how connected we are to everyone and everything! It is so cool to know how to relax. Our bodies are smart and wise, inside and out. It s super great to be kind! It s a pleasure to care for other people, animals and plants and to really know that everything alive is special. You can see that thoughts in your head and emotions in your body all come and go, come and go. YOU are the Seeing, the Knowing that is always here right NOW

3 A Project of PJM Associates Inc. and Children s Music Express, Inc. Mindfulness for Children: What Science & Research is Telling Us From: The New York Times, The Mindful Child, May 10, 2016 Developmental psychology and cognitive neuroscience literature illustrate how meditative practices have the potential to actually change the structure and function of the brain in ways that foster academic success. (cognitive control, working memory, improved attention) Fundamental principles of neuroscience suggest that meditation can have its greatest impact on cognition when the brain is in its earliest stages of development. This is because the brain develops connections in prefrontal circuits at its fastest rate in childhood. From: Educational Psychology Review, Contemplation in the Classroom: a New Direction for Improving Childhood Education, March 2014 This article reviews empirical evidence that supports the introduction of contemplative practices into childhood education. The development of self regulation, which refers broadly to the goal directed modulation of thought, action, and emotion, has received considerable attention in recent years in large part because it is associated with important developmental outcomes. Evidence suggests, for example, that self regulation measured in preschool predicts school readiness in kindergarten (e.g. Blair and Razza 2007; McClelland et al. 2007) and SAT scores in adolescence (e.g. Eigsti et al. 2006). Furthermore, self regulation in childhood predicts substance dependence, socioeconomic status and more. Evidence suggests, for example, that self regulation measured in preschool predicts school readiness in kindergarten (e.g. Blair and Razza 2007; McClelland et al. 2007) and SAT scores in adolescence (e.g. Eigsti et al. 2006). Furthermore, self regulation in childhood predicts substance dependence, socioeconomic status and more. By promoting children s ability and propensity to notice their experiences without judging them, and to observe their ongoing thoughts and emotions without reacting to them, early contemplative exercises may facilitate the development of self compassion. Kind feelings toward oneself and others are also a specific target. For example, in the friendly wishes activity Peter Moses and Tammy Keorkunian, Directors P.O. Box 3, Flourtown, PA PJM90@aol.com or tammy@childrensmusicexpress.com or fax: or

4 A Project of PJM Associates Inc. and Children s Music Express, Inc. developed by Kaiser Greenland, children practice sending kind thoughts toward a stuffed toy, people they care about, and themselves. While promoting inquisitiveness and fostering children s curiosity about their experiences, contemplative exercises may also amplify children s tendency to use their top down attention and self control skills in the service of exploring their environments in new and creative ways (both inside and outside the classroom). A growing number of studies have shown that providing teachers and parents with contemplative training may yield significant improvements on teachers well being and their classroom climate. Similarly, engaging parents in contemplative exercises that can be practiced individually or as a family may also facilitate the development of self regulation skills. From: What to Expect site, Study: Teaching Mindfulness to Preschoolers May Improve School Performance by Sarah Williams, January 29, 2015 Summary: When classrooms of preschoolers received weekly lessons in mindfulness, they became better at sharing and scored higher marks on their year end assessments. The study relied on trained mindfulness instructors who visited the classrooms and followed a set curriculum, but there are ways anyone can incorporate mindfulness into their children s days (including living more in the moment yourself as a teacher or parent). Four and five year olds taught mindfulness techniques (like how to focus on their breathing) got higher marks in learning, social emotional development and health, even months after the training. If this can be embedded into the kids education, it can really have a long term impact, says Lisa Flook of the University of Wisconsin Madison, first author of the new paper, which was published in the journal Developmental Psychology. Peter Moses and Tammy Keorkunian, Directors P.O. Box 3, Flourtown, PA PJM90@aol.com or tammy@childrensmusicexpress.com or fax: or

5 The Mindful Experience for Children (Just a few of the) Wonderful Resources Available With mindfulness, we can preserve our inner joy, so that we can better handle the challenges in our lives. We can create a foundation of freedom, space, and love within ourselves. Thich Nhat Hanh Still Quiet Place (CD Audio) mindfulness for young children Narrated by Dr. Amy Saltzman 2004 Sitting Still Like a Frog (Book and CD Set) Mindfulness exercises for kids (and their parents) Eline Snel 2013 Planting Seeds (Book and CD Set) Practicing mindfulness with children Thich Nhat Hanh 2011 Child s Mind (Book) Mindfulness practices to help our children be more focused, calm and relaxed Christopher Willard 2010 The Peaceful Classroom (Book) Activities to teach preschoolers compassion and cooperation. Charles A. Smith, PhD 1993 Children s Storybooks Anh s Anger by Gail Silver 2009 The Giving Tree by Shel Silverstein 1964 Each Breath a Smile by Thich Nhat Hanh/ Sister Susan 2001 Peaceful Piggy Meditation by Kerry Lee MacLean 2004 (and Moody Cow Meditates 2009) What Does It Mean To Be Present? by Rana Diorio 2010

6 *BREAKING MYTHS --- OPENING DOORS* Reality is fixed. There are countless realities. We project and experience our own unique reality. Most importantly, it changes each moment with the quality of our consciousness, our attention and our attitude. Your thinking mind can run your life. Well, we know that it certainly can ruin it! It truly is a wonderful tool but a terrible master. It is an intelligent medium but becomes dysfunctional when we create a self or separate identity out of it. It thrives on busy-ness, drama and problems of all sorts. There is a greater Intelligence of which it is but a small part! You are a product of your past. Your behavior often is. YOU are so much more! When free of the mind s compulsive thinking, we also find ourselves free of past bitterness/guilt and free of future worry/anxiety. Gossip, money worries, eating on the run, TV These make up a normal day. Only habit makes them so. Whey choose a contact-low just because it is routine or socially acceptable? It is necessary to judge what comes to us. Our minds are accustomed to judging. It may be helpful in some situations, but it is often a burden and limited by our past conditioning. This is because labels of good & bad, right and wrong, worthy & unworthy, mundane or sacred only serve to prejudge the value of events, places and people. We see more clearly when our minds are quieter. Then, we can be present to whatever form the moment takes, with an open mind and an open heart! Consistently taking time for ourselves (body, mind, Spirit) is selfish. Not taking time to nurture our physical, mental and spiritual health is counterproductive and leads to disease and unhappiness. Joyful, healthy people have much more to give to others. From *Stress Management Plus* workshop Peter Moses, presenter pjm90@aol.com

7 WHY MINDFULNESS? Mindfulness defined Paying attention to the present moment with awareness, focus, curiosity and acceptance. Mindfulness is both a practice and a way of life for emotional, social and general well being. It is available to everyone. Our attention is truly wonderful. It is healing when given fully to any human being. It is powerful when it is one pointed, focused in the only moment there ever really is Now. Quite often however, our attention is divided at best. It can be scattered or completely lost in thoughts or in strong emotions. Humanity today is challenged by both the outer noise of the modern world and the inner noise of compulsive thinking. Thoughts of past and future can stir up emotional reactivity that hides the true fullness of Life here and now. Children are natural masters of being present! They are so full of wonder and curiosity. When their basic needs are met, they are happy to be alive while feeling connected to others and with Nature. The mindfulness practices, games and exercises of The Mindful Experience help kids to deepen in these attributes. Life skills are offered such as conscious attention, being centered during challenges, and enhanced listening. Kids have the direct experience of how good it feels to be still and silent. They also learn to recognize that their inner stillness is unchanging in the midst of the ups and downs of daily life. The Mindful Experience has designed an engaging Curriculum for Classroom Teachers as they work and play with children in their most formative years. Creative lesson plans with video support offer teachers the resources to build mindfulness into everyday activities and transitions. Schools receive the added benefits of less stressful educators who are themselves inspired to begin a daily mindful practice. For children, the only better mindful models than their teachers are their parents. The Mindful Experience produces the Mindful Family magazine to empower and motivate Moms and Dads to be more present for their children. Included are practical and lighthearted articles, related research, inspirational quotes and helpful videos. Families and schools are the foundation of our communities. As they become steadily more mindful, our world becomes a more joyful, peaceful, compassionate and kind place to live.