The Well-being of Children in the Educational System from Bihor County. A Qualitative Approach

Crina Lezeu,Smaranda Cioban

doi:10.18662/rrem/141

Abstract

The study positions of children as social and moral actors who can tell about their understanding and experiences of well-being. In this sense, we try to capture variations in children's welfare experiences and to show how researchers can conceptualize and build on children’s narrative perspectives in order to achieve a better understanding of the signification they attribute to well-being. During the four focus group meetings of the Children's Understanding of Well-Being- Global and Local Contexts project, we investigated the dimensions of well-being with students in the lower secondary public system (Gymnasium). By making such qualitative approaches, we hope to contribute to the information and further development of useful policies and practices for investigating and monitoring child welfare beyond the cultural and social context in which they live.

Highlights

In the past two decades, welfare studies have known a strong impetus due to the legislative evolution regarding the field of children's rights, the echoes spread by promoters of the new sociology of childhood, and social constructivism (Fattore, Fegter, & Hunner-Kreisel, 2019)
The importance of facilitating children's listening to issues that concern them is highlighted by the articulate approach made by the researchers of "New Childhood Sociology"
These researchers identify the conceptual autonomy of the children - they observed that they have lives that matter and they can know about them (Alanen, 2005; Fattore, Mason, & Watson, 2007; Verdugo, Schalock, Keith, & Stancliffe, 2005)

Summary

Introduction

In the past two decades, welfare studies have known a strong impetus due to the legislative evolution regarding the field of children's rights, the echoes spread by promoters of the new sociology of childhood, and social constructivism (Fattore, Fegter, & Hunner-Kreisel, 2019). The importance of facilitating children's listening to issues that concern them is highlighted by the articulate approach made by the researchers of "New Childhood Sociology" These researchers identify the conceptual autonomy of the children - they observed that they have lives that matter and they can know about them (Alanen, 2005; Fattore, Mason, & Watson, 2007; Verdugo, Schalock, Keith, & Stancliffe, 2005). The present article consists of two main parts, one which illustrates the main theoretical concepts related to children’s participation and wellbeing and another that explores the meanings attached to well-being by children’s themselves It begins with a literature review focused on children’s well-being and their involvement in participatory research. The article continues with presenting the results of a qualitative study, which involved pupils from the secondary system of four schools in Bihor county, including both mass schools and special schools

Objectives

Methods

Conclusion