The Study That Demonstrates Childhood Understanding of Wellbeing (And How to Design Wellbeing Programs for Young Children)

Young children may have a more fleshed-out understanding of the concept and practices of wellbeing than most would expect. Our recent studies have shown some remarkable results in that regard.

As a trained psychologist, I find children to be fascinating in many ways. One of their traits that I find the most impressive is their wisdom.

A child's uncomplicated view of the world allows them to gain particularly keen insights. In fact, I've found that their worldview can be more accurate, sophisticated, and constructive than is the case with adults.

For this reason, I've recently conducted and published a series of very specific psychology studies.

My research team and I asked children from five to six years of age to share their understanding of wellbeing with us. The answers they gave in the study have provided valuable information for teachers and parents

In this article, I'll share some of the key takeaways from this study and outline some of its practical implications in designing wellbeing programs for children.

The Uniqueness of This Study

To date, there has been limited research on wellbeing literacy with children in the age bracket of five and six years, even though this is a pivotal period in which children enter school and face new pressures and demands. In other words, it is an age bracket where knowledge about how these children understand wellbeing would be very useful.

Our study was published in the International Journal of Positive Psychology aimed to fill that very gap in our knowledge on the subject.

The tool we used in the study was children's drawings, a child-centred research tool that allows for insights into a child’s understanding due to its participatory nature. Unlike the conventional, adult-oriented research tools like questionnaires and interviews, drawings are an age-appropriate way for young children to express their inner thoughts.

In our study we utilized the "Draw and Write" method. We asked children to respond to the question ‘What do you think wellbeing is?’ by drawing pictures and writing a brief description of their drawing (or having their teachers write a sentence that they dictated to the teacher). Their drawings were the primary data source in this method while the writing served as additional information and clarification.

What the Study Showed Us

The children involved in the study have demonstrated that they understood how wellbeing could be accessed and learned through various factors. More specifically, young children identified three different dimensions that play into their wellbeing: self, environment and relationships.

In terms of self-experience, the children pointed to their emotions, bodies, and activities as significant factors in their wellbeing. Emotions were the most represented theme in this regard. Many of the drawings included emotions such as happiness and love. Activities were a theme the children used as a depiction of both wellbeing and actions they could take to improve it. Common activities included playing with friends, cooking and sport, as well as more passive activities that boost wellbeing such as mindfulness and watching movies.

The second factor emerging through the children’s drawings was environment. In fact, 59% of the children represented their wellbeing through different contexts, most often within family and nature environments.

The third most prevalent theme in the children's drawing about wellbeing was relationships. Family, friends and pets featured as significant factors that the young children reported to have shaped their wellbeing.

How Can You Design Wellbeing Programs for Children?

The results of a single study are by no means decisive in terms of implications. However, the insights gained from this study could prove useful when it comes to promoting early childhood wellbeing.

When it comes to wellbeing programs for children, the study results suggest specific approaches that could improve the outcome.

In particular, three key points stand out.

First, it would be of benefit to include children in the design of wellbeing programs. Young children could provide insight into their view of what wellbeing represents and how it can be actioned. This approach would have the additional benefit of empowering children by including them in the process, likely boosting their wellbeing.

Second, both this study and the government experts' guidelines suggest that it would be best to take a play-based approach in wellbeing programs for children.

Third, as the children in the study have displayed an understanding of the role that both passive (e.g., mindfulness) and active strategies (e.g., sport) play in for promoting wellbeing, program designs could benefit from incorporating both of these types of activities.

Seeing Wellbeing From the Children's Viewpoint

Using the child-empowering research method of ‘Draw and Write’, our study results have provided insight into the concepts and actions that five- and six-year-olds have about wellbeing. This more thorough understanding of the subject could contribute to further research as well as the design of wellbeing programs for children.

Since early experiences are the developmental foundation for children, expanding on this study's results and including its findings in program design and classroom practice could prove very beneficial. Hopefully, more research will continue to deepen our understanding of how children relate to wellbeing.