What is mindfulness and how do I practice?

“We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Aristotle


Mindfulness is an innate human quality.


Mindfulness is an innate human quality (Kabat-Zinn, 2011) which varies in capacity and willingness for person to person (Brown & Ryan, 2003). People are naturally mindful. For example, you might be mindful of how you walk through a muddy area, or take time for yourself to sit and watch the waves roll into the shore (Brown & Ryan, 2003). This state of being mindful is also observed when we see someone totally immersed in what they are doing. According to Martin Seligman (2011) this kind of mindful state may promote wellbeing through engagement which also facilitates accomplishment.


This link between being mindful and engaging in an activity, as a way of feeling good, relates to Deci and Ryan’s self-determination theory of being motivated to satisfy ones need for accomplishment and autonomy. That is, we are naturally motivated to accomplish things, and be in control, because we know it makes us feel good, and we innately use mindfulness as a way of engaging. Furthermore, this also highlights Berridge and Kringelbach’s (2011) three basic underlying psychological drivers of wellbeing (wanting, liking, and learning) and in turn, it highlights the overlap between the hedonic and eudemonic levels of wellbeing (Ryan et al., 2013). That is, we mindfully engage in our desires as a way of making ourselves feel good.


Overall, we can see that human beings have an innate ability to know how to feel good. We may choose an enjoyable activity for an immediate feel good experience (hedonic wellbeing), or we may choose to accomplish something that may take longer, but will give us a feel good experience that is longer lasting because it’s more meaningful (eudemonic wellbeing). And whether we are consciously aware of it or not, we use forms of mindful concentration to accomplish these goals. For example, we go to the movies to feel good and if our mind wonders, we will bring it back to the present moment, to the movie, because we want to enjoy the storyline.


We also work or study, as a way of accomplishing what we need to feel good. If we are working on an assignment and our mind wonders, we will bring it back to the present moment, in order to continue completing our work, because we want to feel good through experiencing success. And according to Jon Kabat-Zinn, this is a basic form of mindfulness, or mindful living, because we are in a state of paying attention to the present moment, in a particular way, non-judgementally.


We can cultivate mindfulness.


While mindfulness is an innate experience, we can cultivate our ability to be mindful through formal training and therefore enhance our skills and ability to enjoy living in the present moment. Formal mindfulness meditation can also take on a sightly different style of thinking, or awareness. That is, rather than paying attention to what we are doing within the present moment, we are instead simply ‘aware’ of, or paying attention to our experience within the present moment. We are aware of our awareness. We are non-judgementally aware of our thoughts, sensations and emotions. We are watching ourselves, as an observer of our thoughts, sensations and emotions, in a compassionate, yet unattached way.


We are formally practicing mindfulness through the mindset of self-realisation. For example, you may be sitting in a group and think, ‘This is really boring. I hate being here.’ And you may feel an emotional response, such as unhappiness. You may even start to feel uncomfortable in your chair. However, rather than attaching to those thoughts, emotions and sensations you are simply aware that you have experienced them, but you are also aware that YOU are not your thoughts, emotions and sensations. When they are gone, YOU are still here. Therefore, YOU are not reacting, or responding to them, you just let them all pass.


We use the breath as our anchor when we practice mindfulness. That is, whenever our mind wonders, we gently bring it back by bringing our focus to our breath. We may use inner dialogue to aide us. For example, ‘I am breathing in, I am breathing out’. Alternatively, we may simply follow our breath as it travels in and out of our body. Or, we may focus on just one area of the breaths cycle, for example, we pay attention to the air as it enter and leaves our nose. We are paying attention to feeling the difference between the cool air that enters and the warmer air that leaves. Or, we may keep our attention on the rise and fall of our diaphragm.


However, we are not our anchor, we are the entire ship wanting to enjoy the adventure. Therefore, we don’t stay anchored all the time. We simply drop the anchor when the sea has become too rough and our ship has begun to wonder off course. For example, I’m on task, paying attention to my work. Maybe, some thoughts are popping into my mind, but I’m just letting them pass as I continue to pay attention to my work. Then someone enters the room and says something that creates a lot of negative thoughts and emotions within me. I feel close to reacting, or maybe I do! And then I remember I want to experience smooth sailing, rather than be toss around in life’s storms. So, I recall how to get my ship back on course. I drop my anchor! If the storm is really bad, I may need to make those first few breaths deeper than normal. Once I feel calm returning, I return to my normal breathing pattern, still anchored, until I am ready to respond to that person in a positive way, or simply return paying attention to my work.


Detaching from all the thoughts, sensations and emotions.


By being able to compassionately let go of, or detach from all these thoughts, emotions and sensations, that we continually experience, we develop a space within us to simply ‘be’. We become more compassionate and understanding towards both ourselves and others. In time, as we cultivate this awareness, our mind will naturally settle and we will be able to live in the present moment, in a state of simply ‘being’ for longer periods of time. This occurs because we are no longer feeding, or reacting to all the thoughts, sensations and emotions that we constantly experience.


As a mind training technique, mindfulness is analogous to an art form. Through developing our ability to practice mindfulness we learn to simply allow the internal chatter of constant inner judgments and opinions expressed about everything to flow through the mind, without emotionally reacting to those thoughts, while also learning to re-focus our minds. In Buddhism this is called liberation because it is a kind of mental freedom derived from the self-achievement of cultivating the domain of being, rather than being overwhelmed by the constant stressors and emotional reactivity to certain situations in life (Kabat-Zinn, 2011).


Of course if we want to cultivate the domain of mindfulness, we must repeatedly practice. Therefore, we need to create schedules for ourselves, in order to develop a regular routine of meditating, that in turn will become a habit.


Try this 10 minute guided meditation


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Kind regards
Elizabeth Mulhane



Berridge, K. C., & Kringelbach, M. L. (2011). Building a neuroscience of pleasure and well-being. Psychology of Well-Being; Theory, Research and Practice, 1:3. Retrieved from http://link.springer.com.article/10.1186/2211-1522-1-3#page-2

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its roles in psychological well-being. Journal of Personality and Social Psychology. 94(4), 822-848. doi: 10.1037/0022-3514.84.4.822 http://selfdeterminationtheory.org/SDT/documents/2003_BrownRyan.pdf

Kabat-Zinn, J. (2011). The Healing Power of Mindfulness. The Tucker Foundation and Dartmouth Hitchcock Medical Centre. Retrieved from https://www.youtube.com/watch?v=_If4a-gHg_I

Ryan, R. M., Curren, R. R., & Deci, E. L. (2013). What humans need: Flourishing in Aristotelian philosophy and self-determination theory.

Waterman, A. S. Waterman (Eds.). The best within us: Positive psychology perspectives on eudaimonia (pp. 57-75). Washington, DC, US: American Psychological Association. doi:10.1037/14092-004

Seligman, M (2011). Flourish: A visionary new understanding of happiness. New York, NY: Free Press.

10 ideas to teach kids mindfulness.

This blog, ’10 ideas to teach kids mindfulness’ was inspired through the parents from my Facebook Community: Mindfulness For Children.


We want our children to enjoy learning mindfulness and meditation. So it’s important that we keep it enjoyable. The following ideas are meant to help you do just that. These ideas have been generated through a group chat post, in response to the question:


What mindfulness and meditation exercises are you finding the kids are really enjoying?

  1. Guided Imagery meditation was mentioned the most times.

This meditation is best down laying down. The children learn to use their minds eye to create mental imagery. Ideas for a mind’s eyes journey may include cultivating a beautiful garden in our imagination; or walking through a forest; or along a beach.

Try this adult version for yourself: Mind’s eye meditation with Elizabeth Mulhane


2. Breathing exercises where they are laying down with a stuff toy resting on their belly.

This is a great exercise for helping them find their calm. We can use this when we want them to settle down.


3. Listening to guided recording from Annika Harris and Kinderling

Several parents are finding their children are enjoying listen to guided recordings with them.


4. Watching Cosmic Kids on YouTube received a few mentions.

Remember to only use screen time as an added extra, rather than a regular way to practice mindfulness.


5. Parents are finding that reading books on the topic of mindfulness are helping. For example, Alphabreaths by Christopher Willard .


6. Watching Mr Andrews is also growing in popularity. Andrew Jordan Nance has made a series of magical mindfulness videos that kids seem to really like: https://youtu.be/UXiHInp-K3g


7. Parents are enjoying practicing varies forms of yoga with their children as a way of practicing present moment awareness and slowing down.


8. Mindful nature walks was also mentioned as a very enjoyable practice for children.


9. Calm App (guided meditations) came up a few times with one brilliant parent suggesting it’s best used at bath time.


10. A lovely exercise from Helene Papillion: Looking around and finding hearts. The more we look, the more we see them! Then we send them to the people we love and those who need them.


I hope you find this list gives you a new sense of creativity towards cultivating different ways of bringing mindfulness into the lives of your children. Learning to practice with children is a wonderful way to commit to our own practice while also helping them cultivate theirs. Additionally, parents are finding that this time is becoming a wonderful bonding time.


Kind regards,

☕️ Elizabeth Mulhane

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Free Mindfulness For Children Exercise

A free mindfulness for children exercise created by Elizabeth Mulhane


An exercise in mindfulness of feelings, thoughts and mental objects for young children


This free mindfulness for children exercise focuses on mindfulness of feelings, thoughts and mental objects – for young children and is best delivered, after you yourself have experienced it. So, before teaching this to the children please take the time to do the exercise yourself. When we teach from ‘insight’ we teach from a place of true knowledge and understanding.


When you look at this picture – where do you ‘feel’ your emotions and sensations?

For me, I feel emotion within my face the strongest (even within my eyes) ❤️. Then I notice the sensations flowing down my throat and into my stomach. And I feel sensations traveling through my arms and into my hands.


What automatic thoughts pop into your head?

For me, it’s things like ‘Awwwwww, way too cute’ and ‘one day you will be mine’ ?

This image is powerful enough for just a sitting interacting group session. It’s is a really powerful exercise to promote conscious awareness of feelings (sensations and emotions), and thoughts. I asked the ‘questions’ to you (since I was wanting you to answer – within yourself). However, if you want the kids to just experience this session without answering – remember to use the word ‘notice’, rather than ask them questions (and guide them through the experience). For example, “Notice where you are feeling the joy……Notice how your emotion is making you smile…Notice where the sensations are occurring in your body…maybe you can feel sensations in your throat or arms or hands…. Notice what thoughts are popping into your mind“… (and give them a moment to experience each sensation, emotion or thought). Then they can share their thoughts as a group when quiet reflection is over.


Teaching mental phenomena and the mind’s eye to young children

Printing out the picture and allowing each child to take longer to capture the image in their minds will also help you take the older ones to the next level (of understanding mental phenomena and their mind’s eye). That is, once the session is complete – ask them to close their eyes and see if they can recall, or see the imagine in their mind.

When they say ‘yes’, let them know, “We call these pictures in our minds ‘mental objects’ and we see them with our minds eye” (repeated sessions with different pictures will eventually have them remember the big words – you could also use the word – mental phenomena, or interchange them)…. Then you can say, “And we all have a lot of mental objects in our minds…and they also keep changing, rising up and going away again, keeping your eyes closed, put your hand up if you can also see an image of mum in your mind, or someone else you really love.”

Once most of them have their hands up (should only take a moment) you can say, “OK. everyone open your eyes and lets all share who we saw.” Allow each child to take turns sharing their experience.


Taking the exercise further…

How about we try imagining holding the puppy in our hands. Cup your hands and see if you can imagine the puppy there. Notice how it makes your face feel. Think about whether you prefer to do this with your eyes open or closed“….give them time to experience this.

End the session with a chat about our imaginations. For example, “Our imaginations are so powerful. We are all so very creative. You are all so amazing and you all did so well with this mindfulness exercise. We can use our imagination to create lots of fun experiences – just like this one. And we can do this anytime we want to play in our imaginations. Who thinks this was a fun way to experience feeling good?” “Let’s try this again tomorrow…I will find another really great picture for us to use.”


Join us to receive more free Mindfulness For Children exercises

Teaching mindfulness to young children is an excellent way to give their the keys to successfully navigate their future. If you are a teacher or a parent please check out our internationally accredited mindfulness for children teacher training. This course has been specifically designed for childcare teachers. Through the 8 week part time course, teachers will learn how to confidently practice and teach mindfulness and various forms of meditation, in ways the children will really enjoy.


Here’s a few reviews from some of our qualified teachers

Amazing online course! I highly recommend doing it, Elizabeth has literally changed the way I educate and care for myself. I never would have thought a course could help so much with all aspects of my career and personally. The course is user friendly and so informative, I loved the flexibility of doing the course online and I refer back to the course notes consistently as they have so much information and links to refer too. If you have been thinking about doing a course to benefit children and yourself this is the one to do! – Cath Howard


I have recently completed the 8 week course. I found it covered a wide range of information to implement with children and to deepen my practice. Lots of support and so much knowledge gained.  – Karen Power


This was a great course and I definitely recommend it. Elizabeth was approachable and available to discuss any questions or to talk through something that I needed clarification on. The course was informative and gave lots of suggestions and ideas for my practice with younger children. Thank you Elizabeth!  – Zoe Casson


Really enjoyed this course learning how to take time and just be in the moment which I seriously lacked. Then to learn how to implement some fantastic mindfulness activities with my Kindergarten children has been very rewarding.  – Lynda Goulding


I have recently completed the 8 week course. I found it full of information to implement with children and to deepen my practice. Elizabeth is extremely supportive throughout the whole process gently guiding and prompting. Elizabeth’s passion kindness and caring way is evident throughout the course she has embedded so much valuable content within it. Looking forward to implementing the 10 week program with my children. Absolutely brilliant thank you. – Cynthia Hoffman


I hope you enjoyed this blog and please get in touch if you would like to know more about our teacher training.


Kind regards

Elizabeth Mulhane B.PsychSci(Hons).


Please join our free public Facebook community: Mindfulness For Children to receive plenty of ideas and inspiration to teach mindfulness to children.

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Trivia: Buddha’s Kiss And The Shih Tzu’s White Spot

You may have noticed that some Shih Tzus have a white spot on their coat on top of their head. The legend of this spot goes all the way back to Buddha.The story goes that Buddha was walking along the road with his dog when several robbers came upon him. They intended to rob and murder him, but Buddha’s dog transformed into a lion and chased the robbers off.When the robbers were long gone, the lion changed back into his normal pup self, and Buddha picked him up and kissed him on the head. The place where Buddha kissed the pup turned white, and that’s where the Shih Tzu gets their spot.

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Helping one of my own children overcome anxiety.

Helping one of my own children overcome anxiety was one of the reason I decided to begin teaching others how to teach and learn mindfulness.


My fifth child was delivered via caesarean. After over 10 hours of labour I was rushed into an emergency caesarean due to complications.  When he was born he was left with his father for hours, while I was in recovery. And I was told later, that no one could comfort him. So, his entry into this world was followed by hours of uncontrollable crying and stress. This triggered strong anxiety within him, that would last for another 5 or so years.


When we finally met he clung to me like a little koala. If fact, I nick named him Koaly. He literally spent most of this time attached to me in a baby joborn. Even when I was reading or working around the house, he was attached, which really helped him feel secure, content and happy. And he was a very happy baby, always smiling and laughing…as long as I was right there. But, still his anxiety would get the better of him at times. And sadly, the little darling suffered from hallucinations whenever he had a high fever (under the influence of the drug Nurofen) and would literally see scary figures and experience walls moving and unfortunately we didn’t know this was happening until he was old enough to speak. Fortunately, he wasn’t sick too often and he rarely allowed us to administer drugs to control his fever. By age three he never took Nurofen again!


Even almost 3 years of breast feeding and having him always with me, didn’t relieve him of his anxiety. As he grew, I noticed he was very shy around others and would become anxious quiet easily. So when he was ready to start school at age 5, I enrolled him in the local Montessori school, just to ensure his social and emotional development was going to continue to be developed in a nurturing environment. It was wonderful to be able to only need to leave him for 3 hours a day, until he was ready to stay longer.


He was the brightest boy in the class and every teachers favourite. And the love and care he received from his first teachers at Montessori really helped him to start to come out of his shell. Still, I could see he needed to build more resilience. So I decided the best way to do that was through teaching him about the human mind and why people think the way they do. We both enjoyed studying people and chat about people’s behaviour (and still do it through watching reality TV) . Each day after school he would tell me about his day and most of the conversations were about what the other children did – in detail. He also had an innate moral compass and this caused him to also become quite judgemental…which also lead to teaching him how to apply compassion to our thinking and try to resist dobbing on all the children. Before long, to help him cultivate his thinking style, we also got into the routine of him having a mention 5 good things about his day before he began filling me in with all the other details.


He was growing to be a very capable self-learner and his socioemotional intelligence was gaining so much ground that after two years of Montessori and moving into the next stage, he told me that the school was no longer good for him because it wasn’t providing him with enough structure (he also had a lot of other complaints about his new teacher). After asking the principle was it possible to give him more structure (since he was raised in a very structured environment before attending Montessori, due to being born when I was half way through my university studies) I was told that just isn’t the Montessori way.


Changing Schools – at his request!


I urged him to continue for one more year, but found him in tears on the way home, telling me stories of his teacher not giving him the repeated lessons he felt he needed to gasp new topics at the rate he wanted to (and we both knew he was a jumper and needed repetition for learning certain topics). And after a parent observation sit in session and watching most of the children daydreaming (role modeled through the teacher), I realised he was right and it was time to move him into a more structured environment, where children weren’t bored, day dreaming and struggling to find things to.


So, I enrolled him in the local Catholic school and he love it and continued to thrive, That was, until the following year when he had to deal with a ‘screaming’ teacher. I was told by the other parents and children that she wasn’t really a ‘screamer’, she just raised her voice a lot and was a little tougher on the kids towards producing results. However, in my sons mind (or perception of reality), she was a ‘screamer’! Although, she never ever raised her voice at my son. However, he saw that at times, she got it wrong and raised her voice at a child without due cause, or simply because she wanted the child to hurry up and this cause anxiety within my son, because he felt it was only a matter of time before she did the same to him. And he was pretty much the only child that she never raised her voice at.


I wondered if I had made a terrible mistake by listening to him and removing him from Montessori. He was around 7 years old by now, and while is was doing quite well, I was feeling that I still needed to do more for him to help him deal with anxiety. That’s when I came up with a brainstorm and decided we would start a project together, of breeding pedigree mini lop rabbits. We purchases a few baby rabbits and grew them up and began breeding, never allowing the herd to reach more than 7. I also purchased (saved) another quality adult female that was a bit more anxious, due to living her first two years in a small box in a shed full of other rabbits in small boxes and not having much human contact.


Through studying the behaviour of our rabbits he learned how anxiety wasn’t always trigger by the outer environment, but more so, the inner environment. We cultivated two lines, one was just your normal everyday playful rabbits (that could get a little anxious) and the other was a much more docile line. And we spend a lot of time – just watching them and chatting about them. It was a wonderful bonding experience and also an opportunity to both learn about colour genetics in order breed the colours we wanted. I wanted to create a blue otter. He wanted to create a Charlie.


In a very short period of time he was able to conceptualise how our own thinking created our reality. As we watched the rabbits interact within their environment he could clearly see that the same environment produced different effects within each rabbit. This was best observed during their play time. Particularly though one of our girls, that preferred to not even come out and play.


Each day we allowed the rabbits to roam around in their own little yard areas. When the rabbits heard certain bird calls, some weren’t affected, while others would scurry back into their homes. Some rabbits enjoyed cuddle time, while some preferred less handling. Some rabbits were extremely affectionate and would ran up for their cuddles, while other had to be caught. And as the different females became pregnant we also noticed how their hormones also affected their behaviour.


Some females became quite aggressive, one would even run at me and attack me for entering her space (she was never bred again and was re-homed). Even the more docile females had moments when they lunged forward to bite me when I put my hand in their cages – through a certain period of their pregnancies. Then after giving birth they would completely return to their normal selves.


Overall, within the three years that we spent breeding our mini lops my son had fully conceptualised how anxiety, or behaviour in general really was an inside job. And although the outer environment could trigger anxious moments, the degree of effect usually always came down to the personality and disposition of the rabbit, more so than the outer environment.


My son learned to ‘check in’ with himself

From this learning experience my son was able to ‘check in’ with himself, within the class room, or elsewhere and notice what he was feeling and thinking and learn to use his breath training, as a way to reduce his reactivity. And since throughout our breeding project he was also educated on the fact that, while we are also animals, we aren’t the same as animals because we have higher order thinking skills that allow us to purposefully cultivate our thinking, he was able to always apply his mindfulness in situations where he felt stressed, by simply returning to his breath and then cultivate better ways of thinking. He also learned to use mantras, or prayer as internal dialogue to deal with stressful situations. He also learned that he was capable of thinking through situations in a much more positive frame of mind.  We also occasionally spend time developing his resilience through play acting stressful scenarios so he could use critical thinking through a cognitive behaviour therapy understanding of testing and assessing the reality of the situation, or his thoughts about the situation.


Now, as a teenager, he is so resilient that I feel that maybe he should be a little more fazed by particular situations. He gets a little too big for his boots at times and can be very pushy and determined to get his own way! However, I know it’s such a blessing to watch him display his confident demeanour over the timid little one that he once was. And fortunately, I too enjoy getting my own way and am very capable of applying a loving hierarchy within our relationship.


I hope this blog has brought you a little more understanding towards creating ways of building social and emotional intelligence and resilience within children with anxiety. And while you may not all be rushing out the door to purchase a bunch of rabbits (since the cleaning side of it is ridiculously labour intensive), you can still just have plenty of chats with your child about anxiety, or anxiety within animals, and internal and external environmental triggers – as a way of fostering understanding for building resilience. Additionally, developing a deep sense of gratitude is also a wonderful way to build resilience against feelings and thoughts of stress or anxiety. Prayer can also have a powerful impact within a young child’s mind.


If you would like to know more about learning mindfulness and improving wellbeing, please join us on Facebook @ Mindfulness For Children


Or follow my Facebook page: Mindfulness For Children

Kind regards,

Elizabeth Mulhane B.PsycSci(Hons).


We also offer a blog and a YouTube channel and online courses for teachers and parents, or private life coaching sessions.

Certified online mindfulness training for Childcare Teachers

Become a mindfulness teacher through our certified 8 week online training for Childcare Teachers.


Certified online mindfulness training for Childcare Teachers course

Who is the course for:

  • This certified online mindfulness training for Childcare Teachers has been created specifically for Childcare educators. There is no prerequisite for this course. Anyone working in the childcare industry is welcome to enrol in the course to become an Internationally Accredited Mindfulness For Children Teacher. Additionally, students can join our private Facebook community for ongoing support and networking.
  • Due to the reviews the course is now available for School Teachers, therapists, psychologist and anyone wanted to teach mindfulness to children.

Learning objective:

  • Understand and practice the four foundations of mindfulness.
  • Gain a psychological understanding of ways of improving wellbeing within yourself and others.
  • Conceptualise the connection between mindfulness and the early years learning frameworks (EYLF).
  • Learn how to create your own mindfulness and meditation exercises.

Learning outcomes:

  • Awarded certification as an Internationally Accredited Mindfulness For Children Teacher
  • Have the confidence and practical skills to teach mindfulness to children.
  • Capable of integrating mindfulness into the EYLF.
  • Incorporating mindfulness living within your life and daily routine.
  • A deeper understanding of yourself and the world around you.
  • An ability to increase wellbeing levels within yourself and others.

Course Outline: This course is awesome and meant to be enlightening and enjoyable!

Your Certified online mindfulness training for Childcare Teachers course is ready when you are – sign up today and get started for as little as $49.95 – Click here if you’re ready to register

Certified online mindfulness training for Childcare Teachers

The course is designed to run over 8 weeks through an online course component and a 60 page downloadable workbook.

• Week 1 – Module 1. Mindfulness and Wellbeing
• Week 2 – Module 2. Implementing Mindfulness into your Centre
• Week 3 – Module 3. Mindfulness, Wellbeing and Movement
• Week 4 – Module 4. The Mind and the Self
• Week 5 – Module 5. Self-Inquiry and Compassion
• Week 6 – Module 6. The Mind’s Eye
• Week 7 – Module 7. Mindfulness, Sound and Sacred Geometry
• Week 8 – Module 8. Consciousness


The international standing that this course holds has been obtained through both the International Mindfulness and Meditation Alliance (IMMA) and Cpd Standards. This course and the 10-week creative play program that is also included can be used towards Teacher Identified PD (TIPD) within Australia. If you are not within Australia just check if you can also use this course towards your TIPD. Australia sets a very high standard, so you should be OK. Either way, simply holding this qualification will add to your resume and career opportunities.

This course is specifically designed to teach mindfulness and meditation to childcare teachers by incorporating a focus on the integration between mindfulness and the Australian Early Years Learning Framework (EYLF). Each week contains both the theoretical and practical components of learning mindfulness and various forms meditation. There is a quiz at the end of certain lectures to consolidate learning and students also need to complete practical assignments along the way. Nothing too difficult – just ensuring you are confident and competent to teach mindfulness and various forms of meditation to our children.

Throughout the course you will learn how to incorporate mindful living into every day life for yourself and your children. That is, the course is designed to maximize wellbeing through teaching ways of living mindfully, rather than simply adding another thing to do to the list of things to do. And throughout the course there is a strong focus on developing YOU… and your knowledge… and ability to meditate. The deep understanding that you will come away with from this course is designed to maximize your own flourishing and your ability to create creative sessions for children to enjoy using the principles of different styles of understanding wellbeing, meditation and movement.

The course also includes an additional bonus program/s: A 10 week mindfulness based creative play (MBCP) program to use within your centre (that shows you how to integrate the early years learning framework). This program was design to scaffold your ability to integrate mindfulness and meditation into creative and educational programs for children. That is, you can run the program and also use it as a framework for creating new mindfulness based educational programs. Additionally, the program also provides teachers with a separate booklet of mindfulness and meditation scripts and a separate craft booklet. Furthermore, the 10 week MBCP program aligns itself with an additional 10 week well being program to be ran in the home by parents.Overall, this research based program has been designed to create flourishing within our children through promoting education, mindfulness and ways of improving wellbeing, both within the centre and the home.

You will also received personalised feedback on your assignments and private one on one mentoring. I connect with my students via zoom, Facebook messenger, or phone (if you’re living within Australia). Learning through private mentoring, from someone with years of practical and theoretical experience is an necessary ingredient if you are wanting to gain a deep understanding within this field, of how to practice and also teach mindfulness and various forms of meditation, for promoting flourishing. It’s also important to remain part of a community of like minded people – that have the fullness of this teaching – so you can always reach out, share ideas and discuss how you’re going.


Our affiliates include: IMMA (The International Mindfulness And Meditation Alliance). We are listed on their website under accredited Schools.

Just look for The KOTUS Method and Elizabeth Mulhane


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Or, join our free Facebook Group: Mindfulness For Children

And like my Facebook Page: Mindfulness For Children


Note about me: When you study with me, be assured that I will also be available after you have gained your certification, to continue to guide and support your growth through our private Facebook group. I have always been passionate about my meditation journey, and my personal growth towards attaining continuous stages of enlightenment. My passion for learning, and also wanting to understand myself and others has lead me to studied every religion. And I am also passionate about art (holding a Cert.in Fine Art, with two years full time training) and enjoy informally studying various fields of science. Additionally, you will be learning from a genuine practitioner that has over 30 years of meditation (including fully awakened kundalini) and fasting experience (including a 40 day/night fast) which has lead to further develop my various spiritual gifts. I also enjoy various forms of movement, including dance, yoga, Tai Chi and traditional Wing Chun Kung Fu (which included 12 months of full time training). Furthermore, I have also completed a B.Psychological Science (including an Honours degree) (2A) – receiving distinction for a 2 part thesis on improving wellbeing through mindfulness and sound; gained post grad mindfulness teacher training through the Wollongong Nan Tien Institute of Higher Education & Emory University, (SEE Learning). And I also have plenty of experience teaching children, raising 5 of my own and being a grandmother of 2. I have taught clay play and mindfulness in Childcare’s, and taught children aged 5 to 12 years through after school sessions at Sydney Montessori, where I implemented a science club, a chess club and arts and craft sessions. And I was a Cub Scout Leader for Scouts Australia for 4 years (completing all the leader training modules and various certifications over the years). Currently, I am still working with children on a one on one basis, using my flourishing program to continue to develop programs to share with my private community. A version of the 10 week flourishing program is freely available via our public

Facebook group: Mindfulness For Children

Please don’t hesitate to contact me for further information

Your Certified online mindfulness training for Childcare Teachers course is ready when you are – sign up today and get started for as little as $49.95 – Click here if you’re ready to register

Completing a Certified online mindfulness training for Childcare Teachers ensure your are doing everything you can to provide our children with what they need to flourish – in our crazy world! Being an online course also means you can self-pace through the course and not need to make deadlines or turn up somewhere just to learn.

Kind regards,

Elizabeth Mulhane B.PsySc(Hons)