An Insight into the Well-Being of Primary School-Aged Children

Autor/in	Miliffe, Anastasia
Titel	An Insight into the Well-Being of Primary School-Aged Children
Quelle	In: Kairaranga, 17 (2016) 1, S.26-31 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Well Being; Advocacy; Elementary School Students; Community Development; Resilience (Psychology); Student Interests; Educational Policy; Guidelines; Child Development; Child Safety; Mental Health; Self Concept; Interpersonal Relationship; Values; Student Needs + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Sozialanwaltschaft; Community; Development; Entwicklung; Studieninteresse; Politics of education; Bildungspolitik; Richtlinien; Kindesentwicklung; Psychohygiene; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wertbegriff
Abstract	The child well-being movement seeks to enhance the well-being of all children and protect our most vulnerable. The plethora of definitions and approaches to child well-being may create ambiguity and uncertainty about what child well-being means and what research-based frameworks are available to support it. In this initial study, the well-being views of primary school-aged children were explored and aligned with the Developmental Assets approach which conceptualises child well-being in terms of the relationships, opportunities, competencies, values and self-perceptions that all youth need to be resilient and thrive (Search Institute, 2012). The results highlight the importance of interests to subjective child well-being and the limited opportunities reported by the majority of participants to constructively engage with their interests. This study suggests advocacy for children to have increased access to interest-based learning opportunities. The Developmental Assets approach, which includes a model for community development, provides school communities with a potential framework to understand, measure and respond to the well-being needs of students, as is required of schools by the Well-being for Success policy (Education Review Office, 2013). (As Provided).
Anmerkungen	Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01