Lynn Lee-Pang

‘Well-being’ and ‘child well-being’ are broad terms with little consensus amongst numerous definitions. Applications of the term, particularly for children aged birth to six, are vague due to the lack of conceptual clarity. The aim of this scoping review is to synthesise the recent literature on young children’s well-being, drawing on perspectives across disciplines to propose relevant considerations for promoting child well-being in Early Childhood Education and Care (ECEC) contexts. Using Arksey and O’Malley’s methodological framework for scoping studies, 55 articles gathered and published between 2018 and 2024 were reviewed. Two key themes emerged from qualitative analysis of the articles: (1) ambiguity in conceptualisations of the concept stemming from varied discourses guiding definitions and different approaches towards supporting and assessing child well-being; and (2) increasing consensus on the need for multidimensional conceptualisations. Main considerations for applying understandings of child well-being to ECEC were proposed, including: contemplating education as contributing towards the goal of child well-being and well-being as necessary for effective learning; adopting a balanced and multidimensional approach towards promoting children’s well-being in the present and in the future; and recognising that children’s well-being is influenced by and supported within dynamic contexts, systems and processes.

In response to concerns about child safety within Australian organisations, the Victorian Child Safe Standards (the Standards) were established in 2022. In turn, Early Childhood Education and Care (ECEC) services in Victoria have revised systems, practices, and policies to ensure compliance. However, there is a notable lack of research examining the implementation of the Standards. This study explores the perspectives and experiences of ECEC professionals in implementing the Standards. Adopting a mixed-method approach, 48 online surveys were administered, followed by 10 interviews. Survey results indicated a need for formal, whole-of-service training, although most participants expressed confidence in their understanding and ability to implement the Standards. Barriers to implementation included time constraints, competing priorities, and a lack of formal training. Thematic analysis of the interviews revealed the Standards had a significant impact on participants’ daily practices and service policies, particularly in promoting child agency, child rights, and privacy.

Child wellbeing and mental health continues to be a significant public health issue, particularly in the wake of the COVID-19 pandemic. Early childhood education and care (ECEC) professionals are uniquely positioned to monitor and support young children’s wellbeing and can thus provide important insights to inform early interventions and support. This qualitative study sought to explore Australian ECEC professionals’ perspectives about supporting young children’s social–emotional wellbeing in early learning settings. Twenty participants participated in six online focus groups, with five key themes conceptualised from the data: (1) escalation in child and educator wellbeing needs; (2) discrepancies in educator experience and skills; (3) access to high-quality professional development; (4) prioritising relationships and continuity of care; and (5) nurturing children’s agency, identity, and belonging. The findings encompass concerns about children’s wellbeing and educators’ capacity to support it, as well as suggested strategies to strengthen the support for children’s wellbeing in early learning settings. The implications of the study findings are discussed.

The COVID-19 pandemic has had a significant impact on the wellbeing of children and families globally. With extended lockdown periods, early childhood education and school closures, and remote learning, families experienced increased stress and anxiety, financial hardship, and disrupted routines. This paper aims to explore associations between children’s social-emotional wellbeing and environmental factors (including the burden of COVID-19 on the family, early learning experiences in the home and early childhood education, and parent wellbeing and mental health) during COVID-19 in Australia and Germany, two countries that experienced significant lockdown periods. Using a longitudinal online survey design, parents of young children (aged 1–6 years) in Australia (N = 66) and Germany (N = 53) completed surveys on their own wellbeing; their child’s wellbeing; the home learning environment, and their satisfaction with early childhood education and care at two time points in 2020 and 2021. The burden of COVID-19 mitigation measures on families’ everyday lives correlated with child wellbeing outcomes in both the Australian and German cohorts. Findings also provide evidence of potential protective factors of children’s social-emotional wellbeing during stressful events, such as the lockdowns experienced by families in Germany and Australia during the pandemic.