For Aristotle, wellbeing and happiness (eudaimonia) are the ultimate end and purpose of human existence. Yet, the United Kingdom demonstrated lower levels of life satisfaction and poor mental health in children compared to other developed countries (UNICEF, 2017；OECD，2023). Strikingly, one in five children in the UK suffer from mental health disorder (NHS Digital, 2023;NHS England,2025). The UK also ranked second lowest in life satisfaction among young people in the PISA assessment (Programme for International Student Assessment; OECD, 2023). However, most recent wellbeing studies in the UK primarily focus on children over the age of eight (NHS Digital, 2022; The Children’s Society, 2024; NHS England, 2025), overlooking preschool children’s voices and experiences. Furthermore, these dominant quantitative wellbeing studies often frame children as research objects, categorising them into standardised wellbeing metrics (Fane et al., 2020; Estola et al., 2014). This exclusion raises questions about the relevance of existing wellbeing frameworks, as they lack meaningful engagement from young children (Ben-Arieh, 2005; Brogaard et al., 2023; Pemberton, 2021). Therefore, this blog post focuses on research findings about preschool children’s perspectives on wellness and happiness.

The research in this blog post aims to address calls to include children’s perspectives to inform policy (UNICEF, 2007; United Nations, 1989; Childcare Act, 2006; DfE, 2025). Early years experiences play a vital role in children’s social-emotional wellbeing (Bowlby, 1969; Vygotsky, 1978), as internal systems formed in these years shape social relationships throughout life (Barnett & Vondra, 1999). Given that the UK is experiencing a rise in the number of children attending nurseries – driven by new government childcare policies (DfE, 2025) – it is imperative to investigate whether children are happy and receiving adequate support within the current system.

‘Given that the UK is experiencing a rise in the number of children attending nurseries … it is imperative to investigate whether children are happy and receiving adequate support within the current system.’

This research employed a Mosaic approach inspired by the Reggio Emilia philosophy, which emphasises children’s ‘hundred languages’ of expression (Clark & Moss, 2001). It included nine preschool children from diverse backgrounds in Early Childhood Education and Care (ECEC) settings in England. Recognising the importance of diverse perspectives in early childhood (National Children’s Bureau, 2021), 10 educators, including two managers, contributed through observations and interviews to build a richer understanding of young children’s wellbeing.

Findings suggest that preschool children’s wellbeing is shaped by their unique experiences and developmental patterns. Like adults, their wellbeing is influenced by a capable sense of self, relationships, an enabling environment and meaningful experiences within ECEC settings. However, challenges were identified, such as physiological needs (for instance eating, toilet training) and peer conflicts arising from naturally egocentric behaviours at this stage. Positive traits – such as creativity, self-agency, resilience, love and caring – were closely linked to wellbeing and emerged from immediate positive life experiences. The professionalism of educators also emerged as a key factor. While practitioners demonstrated strong professional behaviour in supporting wellbeing, the study highlights significant challenges, including staff shortages that may affect children’s daily experiences.

In conclusion, the study found that children’s wellbeing is individually and inherently experienced. Challenges arose from physiological needs and peer conflicts. Moreover, key factors contributing to their happiness included traits such as creativity, self-agency, resilience and gratitude. Significantly, educators’ roles were essential. Overall, this research deepens understanding of young children’s wellbeing, informs ECEC practices and promotes child-centred research methods.

Since Nobel Prize-winning economist James Heckman (2012) indicates that high-quality early childhood programmes provide significant long-term advantages for both individuals and society, highlighting the crucial role of early childhood education in benefiting children both individually and collectively, this study strongly calls for greater government attention and investment in ECEC to promote young children’s wellbeing. An emerging wellbeing model was created to help understand pre-schoolers’ needs, and a professional wisdom model was developed to inform UK policymakers. Specifically, the proposed ‘capable self’ model illustrates the factors influencing children’s wellbeing, characterised by positive traits. To guide practical approaches for enhancing wellbeing, the professional wisdom model advocates empowering children, for example, by inviting them to act as teachers or coworkers to manage emotional challenges in everyday activities. To put it simply, in children’s minds, love, creativity and autonomy are important. Do you agree with them?

References

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Ben-Arieh, A. (2005). Where are the children? Children’s role in measuring and monitoring their well-being. Social Indicators Research, 74. 573–596. https://doi.org/10.1007/s11205-004-4645-6

Bowlby, J. (1969). Attachment and loss. Random House.

Brogaard-Clausen, S., Guimaraes, S., Rubiano, C., & Tang, F. (2023). International perspectives on wellbeing and democratic living in early childhood curricula. Early Years, 43(4–5), 729–743.

Childcare Act 2006, c. 21. https://www.legislation.gov.uk/ukpga/2006/21

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Fane, J., MacDougall, C., Jovanovic, J., Redmond, G., & Gibbs, L. (2020). Preschool-aged children’s accounts of their own wellbeing: Are current wellbeing indicators applicable to young children? Child Indicators Research, 13(5), 1893–1920. 

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