The importance of children’s wellbeing in education and care has gained greater recognition in recent years, as evidenced by international publications such as the United Nation’s Convention on the Rights of the Child and the OECD’s Starting Strong reports (UN General Assembly, 1989; OECD 2001; 2006). The positive physical, mental, and socioemotional health of children have been identified to play important roles in developing positive long-term learning dispositions well into adulthood. With such growing international recognition of the importance of childhood wellbeing, many OECD countries have incorporated aspects of wellbeing into learning frameworks for education and care. Australia has acknowledged the necessity of positive wellbeing
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Early childhood wellbeing research considers the external factors affecting child development such as early brain development, environment, society and community impact, as well policies and practices influencing early childhood service delivery for children and families. Wellbeing has typically been defined within the dimensions of physical, mental and social health, however such definitions focus upon assessment and measurement of childhood wellbeing, rather than defining the ‘construct’ of wellbeing as per appropriate social contexts (Statham & Chase, 2010). The Australian Early Years Learning Framework states that wellbeing is a result of “the satisfaction of basic needs – the need for tenderness and affection; security and clarity; social recognition; to feel competent; physical needs and for meaning in life” (DEEWR, 2009, p. 46). Hence, the different ways in which childhood wellbeing are defined and measured lead to different policy and programme initiatives depending on the cultural context of governments and …show more content…
These constructs are theoretically interdependent and operate in cohesion to inform educators’ holistic assessment of children’s wellbeing as well as a framework for early childhood services to provide high quality of education and care. It is important for practitioners to recognize the practical intricacies within each construct and further reflect upon the purpose of each construct as vital components comprising children’s
Early childhood wellbeing research considers the external factors affecting child development such as early brain development, environment, society and community impact, as well policies and practices influencing early childhood service delivery for children and families. Wellbeing has typically been defined within the dimensions of physical, mental and social health, however such definitions focus upon assessment and measurement of childhood wellbeing, rather than defining the ‘construct’ of wellbeing as per appropriate social contexts (Statham & Chase, 2010). The Australian Early Years Learning Framework states that wellbeing is a result of “the satisfaction of basic needs – the need for tenderness and affection; security and clarity; social recognition; to feel competent; physical needs and for meaning in life” (DEEWR, 2009, p. 46). Hence, the different ways in which childhood wellbeing are defined and measured lead to different policy and programme initiatives depending on the cultural context of governments and …show more content…
These constructs are theoretically interdependent and operate in cohesion to inform educators’ holistic assessment of children’s wellbeing as well as a framework for early childhood services to provide high quality of education and care. It is important for practitioners to recognize the practical intricacies within each construct and further reflect upon the purpose of each construct as vital components comprising children’s