In a comprehensive analysis of early childhood education and care (ECEC), researchers have conducted a scoping review that delves into the conceptualizations of child well-being, emphasizing its importance in shaping educational practices and policies. This extensive study, led by Lee-Pang, Levickis, and Murray, aims to synthesize existing literature surrounding child well-being and its implications for ECEC, providing valuable insights that could influence future research and educational frameworks.
Child well-being is a multifaceted concept, encompassing physical, emotional, social, and cognitive dimensions. The review finds that although there is a growing emphasis on child well-being in educational settings, the understanding of this concept varies significantly among practitioners, policymakers, and researchers. The disparity in definitions and interpretations creates challenges in implementing effective strategies that prioritize child well-being in ECEC.
The researchers meticulously analyzed various scholarly articles, frameworks, and reports to uncover how different stakeholders conceptualize child well-being. Their findings indicate that while some define child well-being in terms of physical health and safety, others expand the concept to include aspects like emotional stability and social relationships. This inconsistency highlights the need for a unified framework that integrates these diverse perspectives into a cohesive understanding beneficial for ECEC practices.
Moreover, the scoping review identified several key themes that emerged from the literature regarding child well-being. One prominent theme is the significance of familial and community involvement in promoting well-being. The study emphasizes that a child’s environment plays a critical role in their overall development, suggesting that collaborative partnerships among families, educators, and community stakeholders are essential for fostering positive outcomes.
Interaction with caregivers and educators is another critical aspect of child well-being illuminated in the review. It emphasizes that relationships formed within educational settings deeply influence a child’s emotional and cognitive development. The importance of trained and sensitive educators in nurturing these relationships cannot be understated, as they are pivotal in recognizing and responding to children’s needs effectively.
The review also underscores the necessity for ECEC programs to incorporate child well-being into their curricula. By embedding principles of well-being into educational practices, programs can better support children’s holistic development. The researchers argue that educators must be equipped with the skills and knowledge to instill these values, thus ensuring that children are not only academically prepared but also emotionally and socially competent as they transition into later educational stages.
Additionally, the scoping review presents evidence that highlights the potential impact of policies on child well-being in early education settings. Policies that prioritize child well-being can create systemic changes that facilitate improved educational experiences. Conversely, the absence of such policies may lead to environments that fail to adequately support children’s needs. This insight urges policymakers to reevaluate current frameworks and practices surrounding ECEC to better align them with well-being principles.
Another essential finding of the research is the need for future studies to focus on developing robust metrics for assessing child well-being within ECEC contexts. Current measurement tools often lack comprehensiveness, leading to a narrow understanding of children’s experiences and outcomes. Thus, the study advocates for innovative research approaches that can capture the complexities of child well-being, enabling more informed decision-making in education.
As the review articulates the importance of interdisciplinary approaches, it calls for collaboration between educators, psychologists, sociologists, and public health experts. By fostering dialogue among these fields, a richer understanding of the factors influencing child well-being can emerge, paving the way for comprehensive strategies that address diverse children’s needs in ECEC.
The discussion surrounding child well-being is particularly timely given the global disruptions caused by the pandemic. The stressors associated with COVID-19 have underscored the vulnerabilities faced by children, making it imperative for the education sector to adapt and respond effectively. This review serves as a crucial resource for adapting ECEC practices in the wake of such challenges, advocating for resilience and well-being as fundamental pillars of education.
Moreover, the implications of the findings extend beyond the academic community, reaching practitioners, caregivers, and various stakeholders involved in early childhood education. By disseminating the results of this extensive review, the researchers hope to catalyze conversations around child well-being, encouraging a shift toward more inclusive and responsive educational practices.
In conclusion, the scoping review by Lee-Pang, Levickis, and Murray is a significant contribution to the literature on child well-being in early childhood education. It provides a comprehensive overview of the various conceptualizations, highlighting the necessity of integrated approaches that prioritize children’s holistic development. As the education landscape evolves, this review serves as a critical reference point, challenging educators and policymakers to rethink their strategies in favor of a future where child well-being is paramount.
The ongoing discourse surrounding child well-being will undoubtedly continue to shape the future of early childhood education and care. The profound insights gained from this review provide a roadmap for stakeholders aiming to elevate the experiences of young learners and ensure that their foundational years are enriched by a commitment to well-being as a core educational principle.
Subject of Research:
Conceptualizations of Child Well-being in Early Childhood Education and Care
Article Title:
Applying Conceptualisations of Child Well-being to Early Childhood Education and Care: A Scoping Review of the Literature
Article References:
Lee-Pang, L., Levickis, P., Murray, L. et al. Applying Conceptualisations of Child Well-being to Early Childhood Education and Care: A Scoping Review of the Literature.
Early Childhood Educ J (2025). https://doi.org/10.1007/s10643-025-01940-9
Image Credits: AI Generated
DOI: 10.1007/s10643-025-01940-9
Keywords: Child Well-being, Early Childhood Education, ECEC, Holistic Development, Educational Policy
