FULL REFERENCE: Baker, L.M., Oades, L.G., and Raban, B. (2021). Wellbeing literacy and early childhood education. NZ International Research in Early Childhood Education Journal, 23(2), 4 – 19.
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ABSTRACT: The early years for children, between birth and 5 years, are critical years for growth and learning, with life trajectory implications. Education in these early years is key for learning, development and wellbeing outcomes. Contemporary early childhood education curricula, policy and regulations internationally mandate a focus on academic achievement and wellbeing enhancement, but child wellbeing is complex and multi-dimensional. Wellbeing literacy is proposed as a necessary and relevant construct in early childhood education to facilitate and conceptualise child wellbeing. The capability model of wellbeing literacy can be contextualized for early childhood education, with child, educator and family benefits. As a ‘fresh’ theory leveraged from wellbeing science, wellbeing literacy also offers potential insights into the process of wellbeing gains for children in the early years of education.
Key words: Wellbeing, child wellbeing, wellbeing literacy, early childhood education.
