Meaning in Life in Preschool Children: Developmental Foundations and Relationship to Well-Being

This study aimed to investigate the sources of meaning in life of 3- to 6-year-olds. A sample of 291 children responded orally to questions about the most important aspects of their lives, and parents reported on their children's meaning in life using parent-reported questionnaire. Attachment patterns and Theory-of-Mind abilities were examined as possible antecedents of individual differences in meaning in life. Self, parental and preschool teachers' reports were obtained to assess the children's functioning and well-being. The findings indicated that preschool children are able to articulate their sense of meaning in life. Meaning in life increased with age and was partly mediated by Theory-of-Mind development. Securely attached children expressed more meaning in life than children classified as disorganized or avoidant/insecure. A significant association was found between self and parental reported meaning in life and children's socio-emotional and preschool functioning and well-being. The implications for early interventions in family and preschool settings are discussed.