Preservice Students’ Dispositional Mindfulness and Developmentally Supportive Practices with Infants and Toddlers

The Collaborative for Understanding the Pedagogy of Infant/Toddler Development

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


Although dispositional mindfulness has recently been linked to high quality teaching practices, there is limited work on how mindfulness is related to caregiving beliefs and practices with infants and toddlers. Based on survey responses from 618 preservice students enrolled in child development/early education classes at nine US universities, we examined associations between mindfulness and students’ beliefs, knowledge, and practices with infants and toddlers. Preservice students with greater self-reported mindfulness reported stronger beliefs about reflective practices and more mindful interactions with others, particularly interactions characterized by intentional kindness, greater child development knowledge, and more developmentally supportive responses to infants’/toddlers’ needs during common challenging situations. Results underscore the associations between mindfulness and developmentally supportive beliefs and practices and highlight burgeoning research on the role of mindfulness in high-quality early childhood teaching. Results also suggest the potential value of incorporating mindfulness training as part of professional development efforts related to early childhood teacher training.

Original languageEnglish (US)
Pages (from-to)759-768
Number of pages10
Issue number4
StatePublished - Apr 15 2019


  • Developmentally appropriate practices
  • Early childhood
  • Mindfulness
  • Teacher training
  • Teachers

ASJC Scopus subject areas

  • Social Psychology
  • Health(social science)
  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Applied Psychology


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