4-6 year-Old Children’s Experience of Subjective Well-Being and Social Relations in ECEC Institutions

Ellen Beate Hansen Sandseter () and Monica Seland ()
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Ellen Beate Hansen Sandseter: Queen Maud University College
Monica Seland: Queen Maud University College

Child Indicators Research, 2018, vol. 11, issue 5, No 10, 1585-1601

Abstract: Abstract There is a need for research about children’s perspectives on their everyday lives in Early Childhood Education and Care (ECEC) institutions, using methods that involves the children themselves and takes their voices seriously. This study aims at exploring what promotes and constrains children’s wellbeing in light of their social relations to other children and staff in ECEC institutions. Research on children’s own perspectives about their well-being has mainly been conducted among children older than those of preschool age, and therefore this study aimed at highlighting the voices of 4–6-year-old children regarding how they experience their lives in ECEC institutions. Quantitative data was collected through conversations with 171 Norwegian 4–6-year-old children based on an electronic questionnaire. The results indicate that relations, both with other children and with the practitioners, are important for children’s well-being - particularly, liking the other children and experiencing that the children are kind to each other in the ECEC.

Keywords: Early childhood education; Subjective well-being; Child-child relations; Staff-child relations; Electronic questionnaire (search for similar items in EconPapers)
Date: 2018
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DOI: 10.1007/s12187-017-9504-5

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