Program Description

"The CHIME Program provides education and guidance on how to incorporate mindfulness and reflective practice into your daily routine, teaching and caregiving. Engaging in mindfulness and reflective practice has many benefits for health and well-being of both providers and young children — including reduced stress, improved emotion management, better sleep quality, increased focus and attention, and enhanced relationships."

Cost

For registration fee information please contact Dr. Holly Hatton-Bowers: hattonb@unl.edu, 402-472-6578

Intended Population

• Core

Grade

• Pre-K

Intended Group Size

• Individual
• Small group
• Classroom

ELL/DLL

• Unspecified

Multisensory Applications

• Yes

Computer-Based Delivery

• Full

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

Literature review revealed one abstract and one pilot study presentation that outlined outcomes of the early childhood professionals that participated in the CHIME program. The abstract reported that CHIME had statistically significant positive effects on perceived stress, general health, mindfulness, burnout, and sleep quality in early childhood educators. There was also a treatment effect on the salivary diurnal slope for cortisol. The pilot project presentation reported significant decreases in emotional exhaustion and perceived stress and significantly positive increases in perceived control at work, sleep, general health and being more mindfully observant and aware in participants who completed the program. One peer-reviewed article reported CHIME as a feasible professional development intervention for early childhood teachers and supported their emotion regulation and psychological well-being in the workplace. No other peer reviewed sources were found. Thus, there is insufficient evidence to support this program's efficacy at this time.

Study Citations

Hatton-Bowers, H. (2018) Cultivating Mindfulness of Early Childhood Educators in Nebraska. CYFS Summit on Research in Early Childhood. Retrieved from https://cyfs.unl.edu/ecs/2018/downloads/presentations/HollyHattonBowers_Cultivating-Mindfulness-of-Early-Childhood-Educators.pdf

Hatton-Bowers, H. N., Calvi, J. L., Chen, F., Foged, J., Gottschalk, C., & Werth, L. (2019). A multidimensional perspective of the effects of a mindfulness intervention on the well-being of early childhood teachers. Psychoneuroendocrinology, 100, S9–S10. doi:10.1016/j.psyneuen.2018.12.046 

Hatton-Bowers, H., Clark, C., Parra, G., Calvi, J., Yellow Bird, M., Avari, P., Foged, J., & Smith, J. (2023). Promising Findings that the Cultivating Healthy Intentional Mindful Educators’ Program (CHIME) Strengthens Early Childhood Teachers’ Emotional Resources: An Iterative Study. Early Childhood Education Journal 51, 1291–1304, https://doi.org/10.1007/s10643-022-01386-3

Evidence-Based Practice (EBP)

• Insufficient evidence

Additional Reviews

• https://newsroom.unl.edu/announce/lancasterextension/8373/48780