Teaching is a multidimensional undertaking that calls on educators to engage in responsive interactions and decision-making as they navigate complex and ambiguous contexts, examine deeply held beliefs and values, and integrate personal and professional knowledge. Such an undertaking requires personal integrity and ongoing reflective practice. This chapter considers how the concept of mindfulness might become an integral part of reflective practice – supporting more holistic understandings of interactions, contexts and experiences. Mindful and contemplative ways of paying attention to the current moment are important strategies for negotiating the multi-faceted and relational challenges of teaching, learning and leadership. Mindfulness can help us attend to the personal, emotional and interactive dimensions of our work, and to the implications of actions for the longer term. Mindfulness can support our ability to connect with and respond to young children and make a positive difference to their learning, health and wellbeing.
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