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Mindful Self-Care for Earlier Schooling: How Self-Care May Help Students Have the Emotional Competencies to Face Transitions at Younger Ages

Mindful Self-Care for Earlier Schooling: How Self-Care May Help Students Have the Emotional Competencies to Face Transitions at Younger Ages

Jacquelynne Anne Boivin, Theresa Melito-Conners
Copyright: © 2021 |Pages: 21
ISBN13: 9781799844358|ISBN10: 1799844358|ISBN13 Softcover: 9781799855880|EISBN13: 9781799844365
DOI: 10.4018/978-1-7998-4435-8.ch002
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MLA

Boivin, Jacquelynne Anne, and Theresa Melito-Conners. "Mindful Self-Care for Earlier Schooling: How Self-Care May Help Students Have the Emotional Competencies to Face Transitions at Younger Ages." Supporting Children’s Well-Being During Early Childhood Transition to School, edited by Sanja Tatalović Vorkapić and Jennifer LoCasale-Crouch, IGI Global, 2021, pp. 21-41. https://doi.org/10.4018/978-1-7998-4435-8.ch002

APA

Boivin, J. A. & Melito-Conners, T. (2021). Mindful Self-Care for Earlier Schooling: How Self-Care May Help Students Have the Emotional Competencies to Face Transitions at Younger Ages. In S. Tatalović Vorkapić & J. LoCasale-Crouch (Eds.), Supporting Children’s Well-Being During Early Childhood Transition to School (pp. 21-41). IGI Global. https://doi.org/10.4018/978-1-7998-4435-8.ch002

Chicago

Boivin, Jacquelynne Anne, and Theresa Melito-Conners. "Mindful Self-Care for Earlier Schooling: How Self-Care May Help Students Have the Emotional Competencies to Face Transitions at Younger Ages." In Supporting Children’s Well-Being During Early Childhood Transition to School, edited by Sanja Tatalović Vorkapić and Jennifer LoCasale-Crouch, 21-41. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4435-8.ch002

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Abstract

This chapter explores the role that mindful self-care practices play in helping students transition into attending school for the first time. Self-care practices are described in this chapter based on a thorough review of the literature focusing on the benefits for young students in early childhood educational settings. A thorough review of the literature has provided insight into five areas that address the following topics: (1) defining the concept of mindful self-care, (2) the impact of mindfulness practices on self-care, (3) the significance of modeling in learning to be self-cared, (4) benefits of self-care in the early childhood transitionary period, (5) long-term benefits of implementing self-care skills as socio-emotional competencies in early childhood, (6) implications for earlier public schooling, (7) educating starting at birth.

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