<p>Wellbeing is explicitly mentioned in the United Nations Rights of the Child, and governments, humanitarian organisations, scientific and educational research internationally call for a focus on child wellbeing in the early years. Early childhood education policies, pedagogy and practice reflect this call, with curriculum frameworks, regulations and documents around the world having ‘wellbeing’ outcomes and foci. However, the concept of wellbeing is complex, intangible and multifaceted. It is important to understand how the term wellbeing is presented in key policy and pedagogical documents used by early childhood professionals as this discourse informs educational practice. A qualitative summative content analysis of key documents impacting early education practice in Australia was undertaken with the key question of understanding how the term wellbeing is defined, described and used. Results show usage of the term wellbeing is multifold and disparate, and definitions are rare and lacking contemporary perspectives. Questions arise about practice and/or policy implications that result from ‘wellbeing’ positioned as a Learning Outcome in the Australian Early Childhood Learning Framework V2.0. These findings and questions are important for early childhood education professionals and policy makers as they meet increased global imperatives to support child wellbeing in early education contexts. Discourse between education, government bodies and wellbeing science is encouraged to inform and expand current pedagogy, policy and practice in early childhood education in Australia and internationally.</p>