Creative Mindfulness for Children (EYFS)
Lesson One – The Mind Jar/Bottle
Key Messages
- We all have lots of thoughts and feelings every day
- Sometimes our minds can get very busy
- When we do our mindful breathing it helps to calm our busy mind
I suggest that for each session you ‘set the scene’ by creating a calm and peaceful environment. This could include dimming the lights, playing relaxing music, diffusing essential oils such as lavender (safe for children but check for allergies or intolerances first).
Make sure everyone is sat comfortably, including yourselves.
The session should start with a signifier. I choose to use a sound (chimes) as it gets their attention and signifies it’s time for something new or different.
Emotions – when talking about emotions start with those they will know the names for (happy, angry, sad) and gradually introduce more to develop and expand awareness of their own and others emotions (emotional literacy). Having empathy and compassion for the self develops into having empathy and compassion for others.
Emotion Cards – I use a set designed by the course creator Louise Shanagher but you could make your own. The children could name the emotion and choose the colour they want to represent it. There is no right or wrong way to do it. In fact, each child may choose a different colour for the same emotion. However, this works better when you are working one to one with a child. If you are working as a class or group then I recommend everyone agreeing on the name and colour. Alternatively, you could use the characters from Inside Out and print out the pictures you want to use.
When you introduce each emotion card give an example yourself e.g. When Sad Sandrina comes to visit me I feel …… (in my head, heart or body). This is modelling and teaching the children skills of self-awareness.
Mind Jar/Bottle – you could make a class or group mind jar and/or each child could make their own. Make sure the bottles are well sealed! Use this opportunity to talk about the child’s and your own thoughts and feelings. Each person to add glitter to the jar/bottle to represent how they are feeling. Don’t choose or put the glitter in for them. Add coloured beads or buttons to represent memories. Remember to talk about them whilst you are adding them. These memories can be good or bad memories. Everything belongs. Talk about how it made them feel in their head, heart and body. This will need repeating regularly for the children to understand. You could add a picture of each child on their bottle and/or their name and let them know they can use it when they need it.
Talk about having different kinds of storms in the mind. Sometimes it’s a happy storm or it might be sad or worried. Discuss what may have caused that feeling e.g. when someone wouldn’t let them join in their game or wouldn’t share a toy. Remember to always start with an example of your own. Relate to how that made them feel inside e.g. heart beating faster or body feeling hot and that was an angry storm.
Repeat for other feelings e.g. happy, worried, excited etc. Relate to the environment, thoughts/feelings and the body.
This is teaching mindfulness
Read, tell or share the story ‘It’s Always There.’
You could use my video of telling the story or this YouTube clip of the author Louise Shanagher https://www.youtube.com/watch?v=TftLhgby_Xg
Talk about the secret being ‘my breathing’ and practice breathing together. Place your hands on your belly and close your eyes but only if you want to. Guide their breathing in and out 3 times. Remind them to open their eyes when they have finished.
Shake the mind jar/bottle again and ask the following questions. What has happened to the mind?
- Is it still really stormy and really busy? – no
- Does it still have a storm in it? – no
- Is it calmer now? – yes
- Is it clearer now? – yes
- Are the thoughts and feelings (glitter) still there? – yes
Explain that we are not trying to get rid of our thoughts and feelings, we just want our minds to be a little bit calmer and clearer.
Ask – So did the secret work? – yes it did
Breathing – you could practice the breathing again. The more you practice increase the number of breaths from 3 to 5.
Ask – how does your mind feel now? Give an example e.g. touch your head and say my head feels clearer, my heart feels calmer and my tummy feels settled.
This is a ‘felt bodily experience’ – linking in what is actually being felt in the body. This is important as it helps children identify what feels good for them giving them an intrinsic motivation to do the practices. You won’t have to tell them, they’ll actually want to do it.
Remind them they can use this secret anytime. All they have to do is put their hand on their tummy and notice their breathing.
End with the same signifier (I chose a sound) to signify the end of the session.
This practice should become part of your daily routine, used often. It should not be something we just do once a week, now and again or even less. Bring it into your own everyday routine.
'What we sow, we grow
created by Louise Shanagher
(Children’s therapist, mindfulness teacher and Psychology lecturer)
Accredited by the International Mindfulness and Meditation Alliance (IMMA)
Alison Scott
Early Years Standards and Improvement Officer
Hull City Council
Tel: (01482) 613598