Abstract
The promotion of children’s development and well-being is a core concept in Early Childhood Education and Care (ECEC) quality frameworks. Yet, few validated instruments measuring young children’s well-being exist. This study examined the validity of The Leiden Inventory for the Child’s Well-being in Daycare (LICW-D) (De Schipper et al., 2004b) in a sample of toddlers (n = 1,472) attending ECEC centers in Norway, using confirmatory factor analysis. Factorial invariance across gender and concurrent validity were also investigated. Indicators of concurrent validity were problem behaviors and difficult temperament, as rated by professional caregivers. Results showed a marginally acceptable fit for the hypothesized one-factor model, when allowing the measurement error of four item pairs to be correlated. This slightly modified model showed satisfactory concurrent validity, and factorial invariance across gender was confirmed.
Highlights
There is an increasing international focus on the promotion, measurement, and monitoring of people’s well-being (Ben-Arieh, 2008; Huppert and So, 2013)
The present study investigated the psychometric properties of the LICW-D in a large sample of toddlers attending Early Childhood Education and Care (ECEC) centers in Norway
This study examined the factor structure of the 12-item LICW-D in a large sample of 1- to 3-year-olds in ECEC centers in Norway using confirmatory factor analysis (CFA)
Summary
There is an increasing international focus on the promotion, measurement, and monitoring of people’s well-being (Ben-Arieh, 2008; Huppert and So, 2013). This focus seems to be encouraged by the findings of multiple international studies showing positive consequences of a high level of social-emotional well-being (“well-being”) on health, learning, productivity, social relationships, and life expectancy (Lyubomirsky et al, 2005; Huppert, 2009). Children with a strong sense of well-being engage more confidently and positively with their learning environment This might help them to profit more fully from the education and care settings wherein they participate (Department for Education and Child Development, 2016).
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