Karin van Trijp
Stipendiat - Institutt for kommunikasjon og kultur
Van Trijp, Catharina Petronella Johanna & Lekhal, Ratib (2018)
Promoting children's well-being in ECEC: A challenging goal.
Journal of International Doctoral Research, 7(1), s. 30- 54.
The promotion of children’s development and well-being through high Early Childhood Education and Care (ECEC), quality is one of the core concepts in many international ECEC quality frameworks and guidelines (Bagdi & Vacca, 2005; Sylva, Ereky-Stevens, & Aricescu, 2015). However, this goal has multiple challenges regarding children’s well-being. Firstly, there is a lengthy debate regarding the definition of well-being (Dodge, Daly, Huyton, & Sander, 2012), which mainly focused on adults’ well-being. Children’s well-being is underexposed (Røysamb, 2014). Secondly, children participate in different environments, such as at home and in ECEC centers (Bronfenbrenner, 1979), which might result in discrepancies regarding their well-being between these environments. This may be through the presence of protective and/or risk factors in the different environments, but also with regard to the individual child (AalbersVan Leeuwen, Van Hees, & Hermanns, 2002; Asscher, Hermanns, & Dekovic, 2008). The influence of these factors is dependent on the interplay between the child’s genes and the environment (Røysamb & Nes, 2018). These challenges and the large international political focus on children’s well-being in ECEC require a universal conceptual framework. The current study conducts a literature review regarding children’s well-being in ECEC. Based on this review, a new framework regarding zero-to-five-year olds’ well-being is presented. With this framework, organizational tools are provided for research, policies and practices to understand the complexity of children’s well-being, to develop instruments that measure well-being directly, and to see what is needed from the different environments to promote children’s well-being.
|2014||Utrecht University||Master of Science|