Innovation at the Intersection: Mindful Beginnings
Innovation is a core value at Humber Polytechnic and a cornerstone of the Humber Academic Plan 2023-2026. Our faculty are at the heart of this innovation ecosystem—tackling industry challenges, reimagining learning in the classroom, fostering deeper partnerships, and making a lasting impact.
In this series, Innovation at the Intersection, we explore innovative research projects that are driving positive change at Humber and beyond.
By Saran Davaajargal
Critical brain development takes place from infancy to children of six years of age. In these early years, children are beginning to develop and learn essential self-regulation skills by observing and experiencing within their early years’ environment. While studying the effect of mindfulness in a school-based setting, many researchers have focused on children four years or older.
This study uses qualitative and quantitative methods to measure the four self-regulation domains, as Stuart Shanker described (2018), using the Preschool Mindfulness Research Tool created by the researchers.
Principal investigator Avneet Shad leads the research team, and the co-investigators are Dr. Vanita Varma and Nikita Kowlessar.
Reflecting on her motivations behind conducting this research project, Avneet notes, “When I was once a preschool educator, I introduced breathing techniques before lunchtime, and over time they began initiating themselves. This experience highlighted the impact mindfulness has on behaviour and self-regulation.”
Avneet adds, “Observing children’s positive engagement inspired me to further explore this area as a Resource Consultation Staff. Now, as I support various childcare programs, I see the critical need to advocate for mindfulness practices in early childhood education. By demonstrating how mindfulness can enhance self-regulation and emotional well-being in young children, I hope to promote it in preschool settings, ensuring that more children benefit from these strategies for managing their emotions and behaviours with adults and children.”
The team also included Humber Research Analyst program students Rajdeep Kaler and Keji Natana as research assistants. “As a research assistant, I was able to apply the skills I gained in my program while learning about new concepts and important issues within the early childhood sector; it was a fulfilling learning experience,” says Rajdeep.
Asked about the project’s long-term impact, Avneet responds, “By practicing mindfulness in early childhood education programs, children can develop skills that support their emotional and psychological well-being well into adulthood. This early start fosters a habit that can be sustained throughout their lives, potentially leading to a more mindful and resilient mindset.”
We acknowledge the support of the Natural Sciences and Engineering Research Council of Canada (NSERC). Nous remercions le Conseil de recherches en sciences naturelles et en génie du Canada (CRSNG) de son soutien.
