Scholarlink

<p>Early Childhood Education and Care (ECEC) environments play a crucial role in fostering young children’s well-being, yet limited research has explored well-being from children’s perspectives, especially in countries outside of WEIRD (Western, Educated, Industrialized, Rich, and Democratic) contexts. This study aims to fill this gap by capturing the experiences of 316 children (ages 4–7 years) from public and private kindergartens in Kazakhstan using the Draw, Write, and Tell (DWT) technique. Thematic analysis, guided by the PERMA-H framework, identified key dimensions shaping children’s well-being, including Positive Emotions (e.g., nature, play, toys), Engagement (e.g., imaginative play, artistic activities, learning), and Relationships (e.g., peers, teachers, family). While Meaning, Accomplishment, and Health were mentioned less frequently, they provided insight into how children derive well-being from celebrations, achievements, and physical activities. The findings suggest that the PERMA-H model usefully translates the broad concept of well-being into tangible and educationally meaningful dimensions. However, it does not fully align with young children’s lived realities that favour the “here-and-now” as well as the joyful, engaging, and socially supportive experiences as central to their well-being. The study contributes to the global discourse on early childhood well-being by amplifying young children’s voices from a non-WEIRD context. We present contextually grounded insights for educators and policymakers to enhance children’s positive experiences and holistic development in early learning settings.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

What Makes Young Children Happy? Exploring Well-Being Through Children’s Perspectives in Early Childhood Education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月24日

查看全文
  • Daniel Hernández-Torrano,
  • Laura Ibrayeva,
  • Manat Sergazina,
  • Anara Burambayeva,
  • Aiida Kulsary,
  • Dianne Vella-Brodrick,
  • Patricia Eadie

摘要

Early Childhood Education and Care (ECEC) environments play a crucial role in fostering young children’s well-being, yet limited research has explored well-being from children’s perspectives, especially in countries outside of WEIRD (Western, Educated, Industrialized, Rich, and Democratic) contexts. This study aims to fill this gap by capturing the experiences of 316 children (ages 4–7 years) from public and private kindergartens in Kazakhstan using the Draw, Write, and Tell (DWT) technique. Thematic analysis, guided by the PERMA-H framework, identified key dimensions shaping children’s well-being, including Positive Emotions (e.g., nature, play, toys), Engagement (e.g., imaginative play, artistic activities, learning), and Relationships (e.g., peers, teachers, family). While Meaning, Accomplishment, and Health were mentioned less frequently, they provided insight into how children derive well-being from celebrations, achievements, and physical activities. The findings suggest that the PERMA-H model usefully translates the broad concept of well-being into tangible and educationally meaningful dimensions. However, it does not fully align with young children’s lived realities that favour the “here-and-now” as well as the joyful, engaging, and socially supportive experiences as central to their well-being. The study contributes to the global discourse on early childhood well-being by amplifying young children’s voices from a non-WEIRD context. We present contextually grounded insights for educators and policymakers to enhance children’s positive experiences and holistic development in early learning settings.