Topic 2 Children’s wellbeing
- What is good for children?
- What are the qualities for children to have a good life?
- How do standards of “wellbeing” change as children develop?
- What are the goals of children’s development, education, and socialization?
The answers given to these kind of questions were always related to beliefs, stereotypes, values, and social representations and they were also examined through the scope of adults. The focus on children’s wellbeing is also sensitive to children’s vulnerability (Ben-Arieh et al., 2014).
Why is it a more complex term than wellbeing?
It encompasses both children’s lives in the present but also how the present influences their future and their development.
Children’s development is not a delimited psychological issue, but it is inextricably linked with the political and social situation of their country and the time they live.
Societies influence children’s lives but also development in various ways, among others their social status, gender, color, and religion.
(Ben-Arieh et al., 2014).
UNICEF: Six dimensions of wellbeing
Photo by Senjuti Kundu from Unsplash
- Material wellbeing
- Health and safety
- Educational wellbeing
- Family and peer relationships
- Behaviors and risks
- Subjective wellbeing
Dimensions of wellbeing
Trends in different groups seems a risk to children and also what enables them to flourish.
(Moore and Lippman, 2005).
The level of children’s wellbeing is influenced by the reference groups with whom they compare themselves.
(Carbonell, 2005).
On the micro-level, achievements seem to be an important part of children’s happiness.
(Howell, 2009).
Connection between early childhood and later phases.
Relationship between biological and social factors and dynamics that through developmental processes reinforce initial inequalities among children.
Connection between early childhood and later phases.