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Volume 4, Number 2 - October 2015

Well-being in early childhood education

The pursuit of happiness and subjective well-being in everyday life has been and continues to be a strongly held desire of human beings. This view has been articulated in philosophical history from Aristotle to John Stuart Mill, and more recently, it has gained increasing attention in social sciences and humanities from psychology through to sociology and education (Helliwell & Putnam, 2004). Current global, political, social and environmental developments further emphasise the importance of considering people’s well-being on national and international levels. The current conflicts in Syria and the Middle East through war and terror have started a refugee movement that affects many countries around the globe. Besides the important question of how the political situation in the Middle East and other parts of the world can be stabilised and people’s well-being can be restored in areas currently torn apart by conflict, many countries have opened their doors and are supporting refugee families and children. An important question in relation to children’s well-being, therefore, is posed by Olivia Paul in this current issue: Olivia asks what we can do to support children with a refugee background in early childhood settings in New Zealand and elsewhere.


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