Uważność drogą ku stawaniu się refleksyjnym nauczycielem wczesnej edukacji
Mindfulness as a Path to Become a Reflective Early Childhood Educator

Summary/Abstract: The paper addresses the issue of reflectiveness in the context of mindfulness. The aim of this qualitative study was to describe the experiences of early childhood educators who practice mindfulness and incorporate elements of mindfulness development into the education and teaching process. The use of qualitative interviews allowed for the collection of empirical material, the analysis of which provided the basis for answering the following research questions: (1) How do early childhood educators understand mindfulness? (2) How does the practice of mindfulness create conditions for becoming a mindful teacher? (3) Whether the practice of mindfulness and incorporation of mindfulness techniques into the teaching process is associated with reflection on working with students? The analysis indicates that being a mindful teacher implies consciously reflecting on own actions. Respondents notice greater focus on the pupil and a desire to understand them, which is associated with an open attitude and a willingness to change patterns of behavior. In conclusion, the author argues that the practice of mindfulness can be an effective tool in the process of becoming a reflective educator; mindfulness and reflectiveness are associated with a sense of well-being, which may contribute to maintaining job satisfaction, and recommendations for educational practice - early childhood educators should strive to carry out experimental and advisory tasks that require a focus on reflective action and participation in change; reflection and mindfulness can be a mechanism for personal and professional development.

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