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

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  • Ellen Beate Hansen Sandseter

    (Queen Maud University College)

  • Monica Seland

    (Queen Maud University College)

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.

Suggested Citation

  • Ellen Beate Hansen Sandseter & Monica Seland, 2018. "4-6 year-Old Children’s Experience of Subjective Well-Being and Social Relations in ECEC Institutions," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 11(5), pages 1585-1601, October.
    • Handle: RePEc:spr:chinre:v:11:y:2018:i:5:d:10.1007_s12187-017-9504-5
    DOI: 10.1007/s12187-017-9504-5
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    References listed on IDEAS

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    1. Felicia Huppert & Timothy So, 2013. "Erratum to: Flourishing Across Europe: Application of a New Conceptual Framework for Defining Well-Being," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 110(3), pages 1245-1246, February.
    2. Mark Holder & Ben Coleman, 2009. "The Contribution of Social Relationships to Children’s Happiness," Journal of Happiness Studies, Springer, vol. 10(3), pages 329-349, June.
    3. Peter Adamson, 2008. "The Child Care Transition: A league table of early childhood education and care in economically advanced countries," Papers inreca08/20, Innocenti Report Card.
    4. Ellen Beate Hansen Sandseter & Monica Seland, 2016. "Children’s Experience of Activities and Participation and their Subjective Well-Being in Norwegian Early Childhood Education and Care Institutions," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 9(4), pages 913-932, December.
    5. Felicia Huppert & Timothy So, 2013. "Flourishing Across Europe: Application of a New Conceptual Framework for Defining Well-Being," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 110(3), pages 837-861, February.
    6. Toby Fattore & Jan Mason & Elizabeth Watson, 2007. "Children’s conceptualisation(s) of their well-being," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 80(1), pages 5-29, January.
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    Cited by:

    1. Aysun Gündoğan, 2022. "“Hear my Voice”: Subjective Well-Being Scale for Young Children (SWB-YC)," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(3), pages 747-761, June.

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