Begin from within: Early childhood teachers’ experiences of mindful self-compassion practice

Abstract

Early childhood teaching is complex, caring and relational work, and the emotional labour involved has significant implications for teachers’ well-being and their teaching practice. The conflation of early childhood teaching with mothering and the low value placed on caring work in Western society are reflected in the subordinate status and poor working conditions of the early childhood teaching profession. These issues have contributed to structural and procedural issues which impact on early childhood teachers’ holistic well-being and have resulted in increasing levels of burnout, which has negative implications for teaching practice and thus for children’s learning and development. While there is an emerging recognition of the importance of supporting teacher well-being, the literature to date has positioned teacher well-being as predominantly an individual responsibility, while focusing on the benefits of teacher well-being for employers. There is currently limited literature about the benefits of teacher well-being for early childhood teachers as individuals, for teaching practice, for children and for the wider early childhood teaching profession. There is also limited guidance for early childhood teachers about specific practices they can use to support their well-being when moments of complexity and challenge arise during their teaching day. The practice of mindful self-compassion has been found to have benefits for holistic well-being, but research focusing on the implications of mindful self-compassion practice for early childhood teacher well-being has previously been limited. The aim of this study was to investigate early childhood teachers’ lived experiences of the practice of mindful self-compassion and their perceptions of how this practice contributes to their well-being and teaching. The study was informed by a methodology of mindful inquiry, a qualitative, constructionist-interpretive approach which includes elements of mindfulness, care and hermeneutic phenomenology. Twelve qualified early childhood teachers who had completed an 8-week mindful self-compassion course, led by a qualified mindful self-compassion teacher, participated in this research. Data was gathered during two focus groups and a semistructured individual interview in which the teachers shared their experiences of early childhood teaching and practising mindful self-compassion. The stories and insights the teachers shared were analysed and interpreted using a spiral of mindful inquiry which included care, mindfully compassionate contemplation and hermeneutic phenomenology. Findings of this study demonstrate the complexity, joy and challenges of being an early childhood teacher, what it is like to respond to these with mindful self-compassion, and the benefits and tensions of being a mindfully self-compassionate early childhood teacher. Being mindfully self-compassionate supported the teachers to respond to the complexity and challenges of teaching with iii equanimity, engage in intentional teaching practices that fostered relationships and supported the well-being of children and their colleagues, and empowered the teachers to advocate for themselves, their colleagues and children. This research contributes to what is known about the connections between early childhood teacher well-being and teaching practice. Supporting teachers to learn about and practise the elements of mindful self-compassion (mindfulness, common humanity and self-kindness) has the potential to empower teachers to act as advocates and address systemic issues which impact on their well-being, while simultaneously benefitting their personal well-being and teaching practice.