Children’s conceptualisation(s) of their well-being (original) (raw)
A well-being of their own: Children’s perspectives of well-being from the capabilities approach
Childhood, 2018
Although children’s well-being is an increasingly important area of interest for policy and research, it is still an under-theorized concept. This article proposes a theoretical framework regarding children’s well-being that combines a capabilities approach with a social provisioning approach. The methodology used involved children in the conceptualization of their well-being and in validating a list of relevant capabilities necessary to have a good life. The data show how children express a multidimensional understanding of well-being and propose an agenda of priorities and concerns of their own different from that of adults.
Notions of Well-Being, the State of Child Well-Being Research and the MYWeB Project
Children’s Well-Being: Indicators and Research
The abstract is published online only. If you did not include a short abstract for the online version when you submitted the manuscript, the first paragraph or the first 10 lines of the chapter will be displayed here. If possible, please provide us with an informative abstract. There has been a growing interest among academics, policy makers and practitioners in the subjective well-being of children and young people (CYP). The recognition of CYP's rights to having a good childhood and good future life chances, coupled with the injunction from the New Sociology of Childhood to consult with CYP as active agents have resulted in an increasing number of studies on children and young people's well-being at national and international levels. However, the design, content, and modes of data collection used in these surveys are influenced by the question of the extent to which the researchers view children and young people as similar or different to adults and which participatory models they are undertaking for the young people in the study. However, the design, content, and modes of data collection used in these surveys are influenced by a number of factors including conceptual underpinning of well-being, its measurement and participatory model(s) used by the researchers for children in those surveys. This chapter reviews these aspects before describing the structure of this book with summaries of each subsequent chapter.
This paper presents an exploration of parents', teachers' and childrens' perspectives on children's understanding of wellbeing with the aim of illuminating and comparing the conceptualisation of wellbeing from these three perspectives.
The Australian Child Wellbeing Project : Phase Four Report
2015
and the Australian Council for Educational Research. www.australianchildwellbeing.com.au Quantitative design and results Material wellbeing was measured by a factual question related to ownership, or lack of, certain items aimed at representing socioeconomic status.
Childhood, 2020
This qualitative research with UK primary school children reveals their own subjective perceptions of well-being. In an educational context, the development of a theoretical framework towards understanding well-being is provided by capturing the voices of children through creative and visual methods. The data enabled nine key themes to emerge which have been applied to the Capability Approach and Community Psychology. The flexible approach also provides a practical means for practitioners to further understand and support children in an educational context.