Embarking on a PhD journey is often likened to navigating a sea of uncertainties and self-doubt (Woolston, 2021). However, my research on wellbeing with preschool children has been a transformative experience, revealing the profound beauty of human connections – particularly the trust and love shared between a researcher and young children in ethnographic studies.

Aligned with Articles 12 and 13 of the UN Convention on the Rights of the Child, which uphold children’s rights to express their views, my research seeks to amplify preschool children’s voices in wellbeing studies. It addresses a critical gap in UK wellbeing studies, which predominantly focus on children over the age of eight (NHS Digital, 2022; The Children’s Society, 2023). Unlike quantitative studies, which may overlook the nuanced nature of human interactions (Bailey, 2021), my qualitative research emphasises the deep significance of relationships in fostering reciprocal wellbeing.

Specifically, my engagement with preschool children in an Early Childhood Education and Care (ECEC) setting has been both enlightening and heart-warming. This aligns with Seligman’s PERMA model (2012), which identifies Positive Emotion, Engagement, Relationships, Meaning and Accomplishment as pillars of wellbeing. Positive emotions and meaningful connections, demonstrated through my daily interactions with children, lie at the heart of this model. For example, as a participant observer, I have built trust and rapport with these young individuals. Like Rousseau (1817), who described children are born innocent and pure, I have been fortunate to receive their pure love and affection through gestures such as hugs and smiles, and heartfelt statements such as, ‘I love you’ or ‘You’re my best friend.’ Their small but meaningful gifts – leaves, stones and even pieces of ‘cake’ (playdough) – symbolise their genuine affection and our deepening connection. These interactions have not only enriched my research but also underscored the intrinsic value of trust and friendship in qualitative studies.

‘[My interactions with preschool children] have not only enriched my research but also underscored the intrinsic value of trust and friendship in qualitative studies.’

Indeed, this trust was cultivated because I prioritised their wellbeing over data collection. By demonstrating genuine care, I encouraged the children to share their thoughts and emotions freely. For example, when a child became upset, I promptly attended to their needs. After weeks of relationship-building, children confided in me during a focus group activity about their worries regarding starting school and their relationships with peers and parents. This openness stemmed from the trust we had cultivated through our daily interactions.

My approach reflects relational pedagogy (Papatheodorou & Moyles, 2008) and attachment theory (Bowlby, 1984), both of which emphasise the critical role of secure relationships in children’s development. Research shows that caregivers’ sensitivity can mitigate the effects of negative childhood circumstances on holistic growth (NICHD, 2006; Zhang et al., 2021). As a result, love and trust are not just abstract ideals but essential components of early childhood wellbeing in children’s everyday lives.

In the same vein, Plato, in The Symposium, describes Eros (love) as a ladder that leads from physical attraction to spiritual enlightenment. Love, according to Plato, helps individuals connect with higher truths and ultimate beauty. As a BAME researcher, I have faced imposter syndrome, doubting my capabilities and place in academia (Cornish et al., 2023). However, the children’s trust and affection have been a powerful antidote to self-doubt, reminding me of the importance and impact of my work.

Reflecting on this journey, I am deeply grateful for the research experiences these children have brought me. Their simple acts of kindness have left an indelible mark on my heart, showing that research is not just about data but about touching lives and fostering reciprocal relationships. These experiences have reinforced my belief in the power of ethnography to capture the essence of human emotions and interactions, making our work as researchers profoundly meaningful.

References

Adair, J. K. (2010). Ethnographic knowledge for early childhood policy. U.S. Department of Education’s Office of Early Learning.

Bailey, C. A. (2021). Essentials of research methods: A guide to social science research (2nd ed.). Routledge.

Bowlby, J. (1984, 2014). Attachment and loss. Nota.

Cornish, F., Breton, N., Moreno-Tabare, U., Delgado, J., Rua, M., Aikins, A., Hodgetts, D. (2023). Participatory action research. Nature Reviewers Methods Primers, 34(3), 1–14. https://doi.org/10.1038/s43586-023-00214-1

NHS Digital. (2022). Mental health of children and young people in England, 2021: Wave 2 follow up to the 2017 survey. https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2021-follow-up-to-the-2017-survey

NICHD Early Childcare Research Network. (2006). Child-care effect sizes for the NICHD Study of Early Childcare and Youth Development. American Psychologist, 61(2), 99–116. https://doi.org/10.1037/0003-066X.61.2.99

Papatheodorou, T., & Moyles, J. R. (Eds.). (2008). Learning together in the early years: Exploring relational pedagogy. Routledge.

Rousseau, J. J. (1817). Emile (Vol. 2). A. Belin.

Seligman, M. E. P. (2012). Flourish: A visionary new understanding of happiness and well-being. Free Press.

The Children’s Society. (2023). The Good Childhood Report 2023. https://www.childrenssociety.org.uk/information/professionals/resources/good-childhood-report-2023   

Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. University of Chicago Press.

Woolston, C. (2021, December 14). Depression and anxiety ‘the norm’ for UK PhD students. Nature. https://doi.org/10.1038/d41586-021-03761-3

Zhang, Q., Appau, S., & Kodom, P. L. (2021). Energy poverty, children’s wellbeing and the mediating role of academic performance: Evidence from China. Energy Economics, 97, 105206. https://doi.org/10.1016/j.eneco.2021.105206