MINDFULNESS STAR ACADEMY

Mindfulness Star Academy: A Movement in Mindfulness, Leadership, and Learning How to Create a Movement for Mindful Star Academy

To build a movement, it will be appropriate to consider the model suggested by Heimans and Timms (2018). A movement can be built using four simple steps as suggested in the article. The very first step in the model is to find the connectors. Any new power movement, Mindful Star Academy movement, in this case, needs to identify and cultivate the right connectors. In this case, the connectors are the specific building blocks of a new power brand. Such blocks need to be different from the existing companies. It is at this point that Potter (1996) acknowledges that such a strategy calls for uniqueness. A strategy needs to be founded on the engagement of unique activities. The key step in this is looking at what competitors are not doing and doing it. 

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The second step in building a strong movement is building a powerful brand. Heimans and Timms (2018) suggest that a new business should make early decisions on how it will be projected to the outside world. What visual aesthetic will the clients identify with a strong point of Mindful Star Academy? On this, concepts such as new methodologies, quality equipment, and staff, or personalized services can be adopted. Heimans and Timms (2018) suggest adopting a top-down approach. Alstyne, Parker, and Choudary (2016) suggest the use of a value system, which focuses on available resources, optimization of internal and external interactions, and focusing on an ecosystem of value. 

The third step in building a movement according to Heimans and Timms (2018) is lowering the barrier and flattening the path. It is getting people higher up the participation scale. Parents, especially need to feel part of their children’s lives and Mindful Star Academy aims to give them exactly that. To do this, the school will focus on establishing methods of communicating with the parents in a non-scheduled way. This will ensure that the parents are able to feel that the school minds about their input and want them to participate in their activities. It will involve sending customized notifications to parents from the website and encouraging them to respond. 

The last step in the movement building model by Heimans and Timms (2018) is moving people up the participation scale. It is getting people in the door through the use of simple tactics. The school should keep the parents engaged and move them up. They should be contributing ideas and see their ideas get acted upon. Getting feedback from parents and showing them it matters is the way to show them that their ideas are important. The school, in turn, should nourish these parents and their kids over the long term by moving with them from one challenge to the other, making compromises, and balancing the different competing needs.

Mindfulness Theories and Research Studies

The development of a high-end educational approach requires the adoption of theories that have the client at the center of its operations and culture. It is out of this approach that Mindful Star Academy will anchor itself on and adopt the mindful theory. According to Brown, Ryan, and Creswell (2007), mindfulness is a concept that is rooted in awareness and attention. Awareness, according to Brown et al. is the conscious registration of stimuli including the five senses, mind activities, and kinesthetic senses. It is the immediate contact with reality. According to Carson and Langer (2006), the mindfulness theory and awareness are interconnected on the lines of comparing experiences and stretching the understanding of the same by maintaining an open mind to alternatives. This concept is important to Mindful Star Academy. It prescribes that members of staff need to be open-minded to understand the reality as it is, without any undue influence.

Mindfulness will allow Mindful Star Academy to be sensitive to the environment, support clearer thoughts, and behaviors as described by Demick (2000). Ritchhart and Perkins (2000) and Sternberg (2000) explain that mindfulness will allow an institution to achieve better performance, make better decisions, and reduce stress. Mindfulness and awareness according to Langer and Moldoveanu (2000) have a bigger connection and are strongly related to decision making. Mindfulness has an impact on social comparisons and contextual awareness, which according to Langer, Pirson, and Delizonna (2010) are tied to performance and self-acceptance as explained by Carson and Langer (2006). As such, Mindful Star Academy will develop a culture of supporting better performance, stress reduction, and better decision making. 

Awareness (Consciousness) Theories and Research Studies

Awareness or consciousness is a concept that refers to an individual’s awareness of their thoughts, memories, feelings, and the environment as expressed by Oizumi, Albantakis, and Tononi (2014). To any individual, especially children consciousness constantly shifts or changes. For instance, a kid might be focused on some toys, but shift their focus on their peers the next minute. As such, it can be seen that the child is aware of its own internal state and the events happening around them. Consciousness can assume four main topics or aspects, which include knowledge, intentionality, experience, and introspection. 

A teacher or a caregiver for children aged 3 to 5 years, is tasked with the responsibility of teaching a child right from wrong. This way a child can process situations using their internal processes that whatever they are doing is either right or wrong. The teacher or caregiver can extend the same to the child to a point of acknowledging the consequences of their actions. This is the first of the four topics mentioned above, which is knowledge. Some of the topics will be automatic as the child absorbs the knowledge.

The integrated information theory looks at consciousness as a process of learning, especially physical processes and the conscious experiences that underlie such actions as explained by Tononi, Boly, Massimini, and Koch (2016). It involves how much information is integrated into the individual. A child cannot learn to be self-aware if she/he does not have information, which means information should precede action.  

Leadership Theories and Research for Skills for Using Transformational Leadership as Adults to 3 To 5-Year-Olds 

Providing leadership in the ecosystem of Mindful Star Academy is a critical part of its development. Transformational leadership, according to Wang et al. (2011) is a concept that allows the progressive development of inspiration. With kids of 3 to 5 years, providing transformational leadership is critical in leading the children into operating with enthusiasm and motivation. This will come with the empowerment of staff members to be in positions of decision making from ample motivation. When the members of staff are adequately motivated, better results with the kids are realized. The very first item in this arrangement is cultivating an attitude that is strong and right for the kids and their parents. The management of the institution and the members of staff will deliver an environment where parents and kids can venture and feel accommodated. 

Transformational leadership is a question of integrity within an organization. According to Rudnick (2007), transformational leadership entails motivating employees and other stakeholders to adopt a culture that supports and holds high diversity and innovation. Morals and ethics will form the basis of the interaction between all the stakeholders of Mindful Star Academy, led by the proprietors and the members of staff. With transformational leadership, kids will adapt easily to the change from home-based care to an institution based care. For instance, with transformational leadership, members of staff will be prompted to figure out different mechanisms of ensuring that kids are able to deal with the absence of their parents. The kinds of toys, games, relationships, and method of control and instruction will need to be reflective of the kid’s needs, situation, and intended outcome. 

Leadership Theories and Research On Teaching 3 To 5 Year Olds Leadership Skills and Characteristics

Children are often open to learning. As such, at Mindful Star Academy, the children will be nurtured to embrace some leadership skills and characteristics. Children at the age of 3 to 5 often develop their cognitive skills through imitation. Previously, it has been mentioned that the academy will prioritize transformational leadership, as its preferred leadership theory. Garcia-Morales et al. (2012) argue that transformational leadership positively links individuals; that is, individual level follower’s performance and with contextual performance. The theory when adopted will help the organization to relate with its teams, which include the kids, their parents, and members of staff. To teach leadership to 3 to 5-year-olds, the teachers will be required to be actively aware and prepared for the task of introducing leadership skills to kids.

The kinds of activities to entrench this leadership theory among the kids are diverse and varied. Principally, engaging the kids in team building is an effective way to drive the concept of teamwork home in practical terms as evaluated by Wallace (2001). Though young, the kids will be introduced to the concept of teams. They will learn how to identify their interdependence to achieve a mutual goal. The kids will learn that a team centered leader is able to maintain commitments and expect a response that is mutual from team members, as discussed by Pillai and Williams (2004). This goal can be achieved through the use of team activities such as games and using toys. With teamwork, the kids will learn that there is a need for honesty and conflict resolution. The contribution of each team member is critical and they will visualize that teamwork is not a competition but rather a covering characterized by complementarity.  

Yoga Studies and Theories of the Benefits for 3 to 5-year-olds

This includes activities scheduled to build a movement as well adopt a unique strategy as advised by Potter (1996). To achieve this, the kids will be immersed in the world of yoga studies. Hagen and Nayar (2014) evaluate the usefulness of yoga to children and young people and starts by acknowledging that the concept can be used to help children deal with stress and self-regulation. Yoga lessons are important in ensuring that children and young people are trained to achieve self-control and emotional balance. According to Hagen and Nayar (2014), children are constantly stimulated by elements in their environment, such as their peers, technology, and their own creativity and inquisitiveness. As such, children might experience mental anguish and mental health issues. Competition compounds the problem. 

Williamson (2013) explained that yoga and youngsters often interact in a beneficial way. For instance, yoga makes children pay attention, focus on their behavior, and achieve stress management. With yoga, students are able to have an internal mechanism that will help them in stabilizing their own emotional pressures. Galantino, Galbavy, and Quinn (2008) explain that yoga is a complementary mind-body therapy that has immense physiological benefits to children. As an exercise intervention, yoga was found to be an exercise intervention that Galantino, Galbavy, and Quinn (2008) suggested to be advanced to clinical practice. With this in mind, teachers will be encouraged to consider yoga classes for the students as it provides a therapeutic effect, as well as, encourage positive behavior. Further, the exercise does not require out of the ordinary equipment and know how. It can be an important selling point that parents can identify with, in the school. 

Academic Studies to Support Effective Teaching and Leadership for Parents and Care Givers for 3 to 5-year-Olds

Effective teaching and leadership for parents and caregivers of 3 to 5-year-olds are necessary to be anchored in academic studies. According to Dowd, Pisani, Dusabe, and Howell (2018), children spend more time outside the school than they do inside the school. This leaves parents and caregivers with important opportunities for shaping the learning environments and opportunities. Silver, Measelle, Armstrong, and Essex (2010) evaluated the impact of parents, child care providers and teachers on the developmental patterns of externalizing behavior of children. The study found that children in conflict relationships increased the likelihood of a developmental pattern of escalating externalizing behavior. This indicates that parents, teachers, and caregivers need to be careful with the behavioral aspects of children to ensure that conflicts are solved amicably in a way that does not leave permanent blunts to children’s memories. 

National Academies of Sciences, Engineering, and Medicine (2016) has explored the parent, caregiver and child relationship and explained that caregivers and parents will require specialized knowledge. Parents and caregivers need specialized knowledge and skills to handle their infants more appropriately. For instance, the National Academics of Sciences, Engineering, and Medicine explain that parents and caregivers need to be well aware of developmental milestones and norms that a child should display at every given age. Parents are encouraged to develop high-end mechanisms that will ensure them of social support and knowledge transfer, such as, reliance on professional sourcing of information rather than gathering unverified information from social networks.
References

Alstyne, M. V., Parker, G. G., & Choudary, S. P. (2016). Pipelines, platforms, and the new rules of strategy. Harvard Business Review, 94(4), 54–62.

Carson, S. H., & Langer, E. J. (2006). Mindfulness and self-acceptance. Journal of Rational-Emotive & Cognitive Behavior Therapy, 24(1), 29-43. doi:10.1007/s10942-006-0022-5

Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211-237.

Demick, J. (2000). Toward a mindful psychological science: Theory and application. Journal of Social Issues, 56(1), 141.

Dowd, A. J., Pisani, L., Dusabe, C., & Howell, H. J. (2018, June ). The role of parents and caregivers in life-wide learning. Unicef. Retrieved from https://blogs.unicef.org/blog/role-parents-caregivers-lifewide-learning/

García-Morales, V. J., Jiménez-Barrionuevo, M. M., & Gutiérrez-Gutiérrez, L. (2012). Transformational leadership influence on organizational performance through organizational learning and innovation. Journal of business research, 65(7), 1040-1050.

Galantino, M. L., Galbavy, R., & Quinn, L. (2008). Therapeutic effects of yoga for children: a systematic review of the literature. Pediatric Physical Therapy, 20(1), 66-80.

Hagen, I., & Nayar, U. S. (2014). Yoga for children and young people’s mental health and well-being: research review and reflections on the mental health potentials of yoga. Frontiers in psychiatry, 5, 35.

Heimans, J., & Timms, H. (2018, April 27). How to build a successful movement in 4 steps. Ideas.Ted.Com. Retrieved from https://ideas.ted.com/how-to-build-a-successful-movement-in-4-steps/

Langer, E., Pirson, M., & Delizonna, L. (2010). The mindlessness of social comparisons. Psychology of Aesthetics, Creativity, and the Arts, 4(2), 68-74. doi:10.1037/a0017318

Langer, E. J., & Moldoveanu, M. (2000). Mindfulness research and the future. Journal of Social Issues, 56(1), 129.

National Academies of Sciences, Engineering, and Medicine. (2016). Parenting matters: Supporting parents of children ages 0-8. National Academies Press.

Oizumi, M., Albantakis, L., & Tononi, G. (2014). From the phenomenology to the mechanisms of consciousness: integrated information theory 3.0. PLoS computational biology, 10(5), e1003588

Porter, M. E. (1996). What is strategy? Harvard Business Review, 74(6), 61–78.

Pillai, R., & Williams, E. A. (2004). Transformational leadership, self-efficacy, group cohesiveness, commitment, and performance. Journal of organizational change management, 17(2), 144-159.

Ritchhart, R., & Perkins, D. N. (2000). Life in the mindful classroom: Nurturing the disposition of mindfulness. Journal of Social Issues, 56(1), 27.

Rudnick, J. (2007). Transformational Leadership. Catholic Health Association.

Sternberg, R. J. (2000). Images of mindfulness. Journal of Social Issues, 56(1), 11.

Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2010). The impact of parents, child care providers, teachers, and peers on early externalizing trajectories. Journal of school psychology, 48(6), 555-583.

Tononi, G., Boly, M., Massimini, M., & Koch, C. (2016). Integrated information theory: from consciousness to its physical substrate. Nature Reviews Neuroscience, 17(7), 450.

 Wallace, M. (2001). Sharing leadership of schools through teamwork: a justifiable risk?. Educational Management & Administration, 29(2), 153-167.Williamson, L. A. (2013). Yoga in public schools. The Education Digest, 78(5), 35.

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