What about Us? – Children's Perspectives on their Wellbeing

Adrijana Višnjić Jevtić ,Ivana Visković

doi:10.26864/pcs.v11.n1.3

Adrijana Višnjić Jevtić , Ivana Visković

Open Access

https://doi.org/10.26864/pcs.v11.n1.3

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Abstract

The understanding of childhood changes along with the development and changes of society and the social paradigm. Consequently, the child's understanding and acceptance of the role of participation in personal upbringing and education changes, while respecting the child's right to express and respect his/her opinion. This research is aimed at understanding the children’s perspective, their subjective experience of current and long-term wellbeing. It was approved by the Ethics Committee of the Faculty of Teacher Education in Zagreb, and implemented in accordance with the Code of Ethics for Research with Children (2003), with the consent of children and their parents. The concept of wellbeing is considered in the dimensions of personal satisfaction, and social and educational achievement. The opinions of 63 children, age 5 to primary school enrollment was surveyed. A qualitative research paradigm was used, which included children’s expressions through drawings and narrative ethnographical research. The research findings indicate that children recognize subjective wellbeing through play and social interactions (friendships and family relationships). They recognize the importance of learning as a personal present and long-term benefit. They perceive the ECE setting as a safe place that has appropriate conditions for their residence. Some children emphasize the importance of a sense of security. It is possible to assume that the perception of children in the sample is related to the current epidemiological situation.

Highlights

G the children’s perspective, their subjective experience of current and long-term wellbeing
The research was conducted in the context of an educational institution that could influence the emphasis on the importance of early childhood education (ECE) settings and peers as prerequisites for wellbeing, children emphasized the importance of family relationships for their sense of satisfaction and happiness
Contrary to the importance afforded to children's rights, UNCRC does not mention love or friendship (Tisdall 2015) as things that matter to children

Summary

Introduction

G the children’s perspective, their subjective experience of current and long-term wellbeing. The research findings indicate that children recognize subjective wellbeing through play and social interactions (friendships and family relationships) They recognize the importance of learning as a personal present and long-term benefit. Street (2020) states that documents which regulate work in early childhood education (ECE) settings mostly start from the discourse of children’s rights emphasizing children’s wellbeing as a desired outcome. This approach is visible in the curricula of early and preschool education of different countries, for example Aistear (NCCA, 2009), Te Whariki (Ministry of Education, 2017). The presented research can lead to a greater understanding and respect for children's perspectives on their own wellbeing, as a contribution to the re-construction of the early childhood education curriculum (ECE)

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