Wellbeing and mindfulness in the ELC

Promoting wellbeing through mindfulness in the Early Learning Centre

In today’s world of busy schedules and the return to onsite learning and co-curricular commitments, children and families in our Early Learning Centre (ELC) are experiencing the benefits of mindfulness. Our students are active learners in our space, who engage with their peers and the many opportunities our ELC learning environment offers. Our pedagogy in the ELC promotes learning through play, fostering curiosity and wonder for active and authentic learning.

On any given day in the ELC, children are actively exploring their world, both indoors and outside. They test theories, hypothesise, role play, problem solve, negotiate with others in the sandpit, build together in the block space, and demonstrate their thinking as they explore and manipulate different types of materials. Research indicates that children of all ages benefit from mindful practice throughout their busy days. Mindfulness can help promote social and emotional wellbeing.

Teachers in the ELC explore a range of approaches to provide an environment that supports focus and attention, creativity and emotional management. During mindfulness sessions, our teachers bring the children’s attention to their senses, helping them to focus on the present. It may be a verbal narrative describing how the children are feeling and wrapping their bodies in colour; it may be a feather to touch; a noise we can hear outside; the chimes of a music box; the smell and sound of rain outside; or a visual prompt.

The Victorian Early Years Learning and Development Framework, which guides all early childhood educational programs, promotes the concept of children developing strong social and emotional wellbeing. During these important years, children experience being part of a group and begin to understand the roles and responsibilities that foster belonging.

ELC student Walter Huang practicing yoga with Natalie Annetta

Each day, the children participate in mindfulness and meditation activities. Our Rest and Relaxation program, run by Natasha Albert and Natalie Annetta in the Kangaroo Room, specifically focuses on yoga as well as different aspects of mindfulness. There is a strong emphasis on daily yoga practice, which helps children to become aware of their bodies and calm their minds.

The students have developed a series of yoga poses – building on the original sun salutation practice introduced at the beginning of the year – to incorporate areas of interest and discovery. Recently the children have been listening mindfully to First Nations stories, with many native animals featured. Through these stories, the children and staff have adapted many Australian animal poses into their yoga practice. A firm favourite at the moment is "wombat pose" (similar to child’s pose). Practising yoga regularly has helped the children develop better posture, balance and flexibility.

‘Each day we set an intention at the start. I like it when we say “go slow”, it makes me grow’ - James (ELC 4)

Our ELC students have shared their mindfulness knowledge and yoga practice with their Year 4 buddies throughout the year. Parents report that they are also enjoying the benefits of mindfulness at home, being shown yoga poses by their children and sharing breathing routines. The ELC classroom environment is filled with provocations for children to explore their world, to be curious, and to engage with others through play. In this fun, magical and busy environment. The children and staff welcome the benefits that mindful practice brings.

Naomi Wright

Director of Early Learning Centre

Trinity's Therapy Dog, Harvey Peanut with ELC student Charlie Beams