Date of Award
Doctor of Education (EdD)
Dr. Kay A. Keiser
Contemplative preschool has a unique character and background that incorporates contemplative philosophy into early education. Contemplative early childhood leaders have also played a major role in synchronizing contemplative pedagogy with leadership skills in a unique school culture. These leaders have a direct impact on the quality and productivity of the student’s education. Studying the leaders’ professional growth will benefit early childhood educators in understanding contemplative leadership roles in a historical and contextual environment. The purpose of this collective case study is to understand how contemplative school leaders implement contemplative education in their personal and professional lives. This study is an exploration of school leaders who have adopted contemplative practices in their life and implemented these techniques throughout the whole school in a preschool setting. The study explores qualities of school leaders most significant to creating transformation in schools. The findings of this study include themes relating to implementation of contemplative practices to early childhood leadership; synchronizing a strong foundation of contemplative principles and practicality, contemplative staffing, and application of the mandala principle and five-qualities. Additionally, qualities of contemplative early childhood leaders that emerged included focus on present moment interaction, leading from inside out, and community engagement. Implications for further research are also included.
Parks, Mongkonrat, "Contemplative Early Childhood Leadership" (2016). Student Work. 3634.