Work

Constant Crossings: Teachers’ Definitions of Child Wellbeing in Early Education, a Reflective Thematic Analysis

Year: 2025

Type: article

Abstract: Child wellbeing, as an outcome of early education, features highly in documents and policies in many countries internationally. In Australia, wellbeing is prominent in the National Quality Framework and the new Early Years Strategy 2023-2034. However, child wellbeing is a multi-faceted concept, difficult to conceptualise and important to define in context. This qualitative study surveyed 76 Australian early childhood teachers to garner their child wellbeing definitions, descriptions, pedagogy and practices. Reflective thematic analysis generated themes of ‘Seeing who you are’, ‘We are here for you’ and ‘Let’s learn’, with an overarching notion of child wellbeing as a continual ‘crossing’ of these areas. Hearing from early childhood teachers provides new perspectives, clarity and specificity on the complex topic of child wellbeing. In addition, understanding what child wellbeing is in the context of early childhood settings can inform both education and wellbeing literature.

Source: Australasian Journal of Early Childhood

DOI: 10.1177/18369391251337791

Authors: Lisa M Baker, Bridie Raban, Lindsay G Oades

Institution: The University of Melbourne

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,650