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How can Music and Mindfulness guide self- Regulation for kindergarten children? Introduction The chosen nature of topic for research with respect to the previous assignment was based upon the self-regulation of children at kindergarten settings, and the way music as well as mindfulness can improve it. I chose the specified topic for research based upon the observations and analysis from the kindergarten setting where I work. Children struggle to overcome situations such as lack of confidence, consciousness during social interaction and much more. Therefore, the literature selected was directed upon mitigation strategies for the prior mentioned issues. A major part of my research was associated and focused with the development of children during their early ages and how it leaves the impact as soon as they transit to schooling. Further, children’s psychology and impact of environment around them was also the focus where most of my research was situated. ACEQA, 2011 Nation quality standard 5 (suggests that children must be supported during their decision-making), les Vygotsky’s theories of cognitive development, reflected practices and ethics mentioned in EYLF (Early Years Learning Framework for Australia) were particular areas of framework or standards that were relevant to my research. Key themes identified to focus upon were music and mindfulness programs and their effect on children’s psychology and development. Music and Mindfulness for Self-Regulation of Children at Kindergarten Settings 1. Topic Sentence Self-control and self-regulation can be developed among children through music, planned mindfulness programs, which can help them to develop short and long-term goals. 2. Key Issues or Areas of Discussion As presented in the research plan also, being an internal mechanism, self-regulation enables children to be engaged in intentional, mindful and thoughtful behaviors. Lack of self-regulation during early stages of child’s development affects the transition to school and this have been observed among the children at the kindergarten settings. Development of an effective relationship and positive behavior between children and their parents is essential however; parents fail to do so and as a result, children develop anxiety, lack of confidence and develop consciousness during social interaction. Gross, Sheppes and Urry (2011) suggested that all the prior mentioned issues have been found to be directly associated with emotional instability, which further results in disrupted self-regulation. It would be essential to consider that behavior, emotions and self-regulation together effects the decision-making process. Berglund (2015) further argued that emotions control and they are being controlled by environmental influences and other activities around children, therefore a selective environmental exposure can help children to develop the skills they lag. 3. Evidences Razza, Bergen-Cico and Raymond (2015) emphasized upon the fact that children if exposed to stressful environmental conditions during their early developmental stages often have increased cortisol levels. This increased cortisol level can impair their cognitive development and in a long term an effect their transition to school. Gross, Sheppes and Urry (2011) mentioned that emotions are comparable to passion and must be controlled. Emotion generation have been associated with increased cortisol levels under the influence of which children fail to develop self-regulation. Ochsner et al. (2009) presented clinical evidence for the prior mentioned argument and provided a direct connection between the neural foundation for emotional control and cortisol levels with emotion dysregulation. Further, all the above mentioned arguments and evidence also suggest that the emotional deregulation found among children persists with them for longer duration of time and can be as a hindrance with the decision making process. In order to set short or long term goals, decision-making is an essential process therefore, emotional deregulation disrupts the future of children. Niland (2009) presented that children learn effectively and efficiently during play therefore child-centered music play can act as a powerful tool for them in order to reduce their stress levels. Music and instruments have the ability to relax mind and inhibit the release of cortisol, hence, music can be used a tool to develop self-regulation among children at kindergarten settings. Further, mindfulness-based education programs are also effective in order to reduce the stress and anxiety levels among children and help them to develop confidence and self-regulation. Viglas and Perlman (2018) suggested that including mindfulness exercises along with the usual play activities could help to reduce stress levels among children. The data presented by them reflects that mindfulness-based programs in kindergarten classrooms showed improved self-regulation among children and indicated that they were effective specifically for children suffering difficulties in those areas. Music and mindfulness-based programs cannot be effective if applied separately, therefore, it is essential to consider that both of these approaches must be implied in compliance to the other in order to receive best results. Further, both of these programs or strategies are designed in such a way that they will be acceptable to children. Janz, Dawe and Wyllie (2019) suggested that when focused and targeted mindfulness activities were included throughout the day along with usual curriculum, it functioned as a value-added component to the regular school curriculum and helped the students in multiple ways. 4. Comment on the Evidences and Significance of Knowledge Considering all of the above presented facts and arguments, it is clear that children develops the issues related to self-control and emotional dysfunction at a very early age and irrespective of the cause, it effects the future decision making of these children. Therefore, as suggested by Thornley-Hall (2015) mindfulness-based interventions may be required as an essential and value based learnings in educational settings. Likewise, it would also be essential to consider the fact that children are reluctant with respect to accepting new changes to the curriculum because they may be attached to the previous ones. Therefore, in order to address this stubborn psychology, a subtle approach may be required and this can be provided by music. Williams and Berthelsen (2019) argued through the study upon pre-school children, which belonged to disadvantaged communities and were already facing issues with respect to self-regulation skills. They reported that inclusion of movement and rhythm intervention helped to support the development of self-control and self-regulation skills. They also reported that cognitive and behavioral regulation also improved among these children. Further, increased level of stress and cortisol was identified as one of the major reason behind lag of self-regulation (Bergland, 2015). Ochsner et al. (2009) further linked it to disrupted neural mechanism and suggested that they control emotions and self-regulation is a product of the same. Therefore, the significance of this knowledge directs to the fact that music have the ability to relax and calm neurons and decrease the cortisol levels while mindfulness based programs can help to develop attention and alertness along with the prior mentioned factors. 5. Future Scope of Research All of the above-mentioned evidences suggests and directs me towards the next area of approach, which will be to include music and mindfulness programs to the curriculum. This is majorly because children may be reluctant in accepting the proposed changes therefore; specific strategies will be required in order to in order to inculcate the proposed changes. During the first group time we teach children the rainbow song with sign language. Teacher and educators will participate for the music activity with all the children, until they learn the signs. We will use the classroom screen. Duration for the activity is 10 minutes. Plan for children to do breathing exercises after lunch time for 5 – 10 minutes. First week will ask children to sit comfortable and give instructions about breathing (bumble bee) in and out. Ask children to feel the air coming through the nose. Inhale slowly through nose. Breathe out through your mouth, saying buzzzzzzz. After children learnt about the method will introduce the meditation music. Keep continuing the meditation for the first term. Have plan blindfold taste test activity. Inclusion of music need to be done in such a way that it may help children to develop rhythm and feel relaxed and pleased. Conclusion As presented in the research plan also, the inquired classroom for this is located in the in eastern suburbs, which currently is a multicenter. Most of the teachers and children here are migrants and therefore in order to teach students, teachers use their native language, gestures and signs. These children already belong to lower and backward areas and therefore suffer from some or the other kind of stress, which may distract them from being focused and when transitioned to school. Currently all of 30 children are being monitored by only 3 teachers in a play-based environment. However, most of the children have been able to develop short as well as long-term goals with the help of teachers and educators; they are also working on children’s communication, confidence, resilience, integrity, sharing and much more. Children have already been exposed to different languages and cultures and they are unaware of this fact. Music and mindfulness program can help them to develop rhythm and self-regulation, which cannot be developed solely by a providing a play based environment. It would be essential that these children must be exposed to the learning, which will be engaging and will help to build a successful life. In order to achieve it, development of self-regulation and self-control is the first step followed by the development of confidence and resilience. Music along with mindfulness-based curriculum have the ability to develop all of these prior mentioned abilities. However, language as well as cultural traditions may be potential barriers. Self-regulation is an essential tool required for the development of children however, children fail to develop it during their early ages and as a result, they face difficulty in achieving success and decision-making in future. Further, these children are exposed to the stressful situation during their early stages of development and carries it while transition to school. Upon researching, I have been able to identify that stress and associated psychological changes are some of the major factors that does not allow these children to focus and these children lack self-regulation and rhythm. Through further research and the evidences collected from several studies, I have been able to identify music and mindfulness based programs as a pragmatic solution to the issues presented above. Likewise, I have also been able to analyze the inclusion of these programs would be as a value-based learning in the existing curriculum. This will allow the children from the classroom under inquiry to be engaged in the learning, which will build their confidence, teach them to self-regulate themselves and will also help them to develop rhythm, which is essential for the decision-making process. References Bergland, C 2015. How do various cortisol levels impact cognitive functioning— Psychology Today Available at: https://www.psychologytoday.com/us/blog/the-athletes-way/201506/how-do-various-cortisol-levels-impact-cognitive-functioning Gross, JJ, Sheppes, G & Urry, HL 2011 ‘Cognition and emotion lecture at the 2010 SPSP Emotion Preconference: Emotion generation and emotion regulation: A distinction we should make (carefully)’ Cognition & emotion, vol. 25, no. 5, pp. 765-781 Janz, P, Dawe, S & Wyllie, M 2019 ‘Mindfulness-based program embedded within the existing curriculum improves executive