Children’s conceptualisation(s) of their well-being

Fattore, Tobia; Mason, Jan; Watson, Elizabeth

doi:10.1007/s11205-006-9019-9

Cited by 288 publications

(102 citation statements)

References 8 publications

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“…Previous work has mainly focused on children's indicators of their own well-being (e.g., Ben-Arieh, 2008;Crivello, Camfield, & Woodhead, 2009;Fattore, Mason, & Watson, 2007) rather than children's own conceptions of happiness itself. One exception is Giacomoni, Souza, and Hutz's (2014) study which investigated conceptions of happiness in Brazilian children aged 5 to 12.…”

Section: Children's and Adolescents' Lay Theories Of Happinessmentioning

confidence: 99%

Children’s and Adolescents’ Conceptions of Happiness

2015

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Previous research on children's and adolescents' happiness has mainly focused on the different variables that may contribute to it. However, very few studies have investigated the beliefs that children and adolescents hold about happiness. It is important to study developmental differences in the conceptions of happiness as beliefs affect people's emotions and behaviors, and they may help explain how children and adolescents strive for their own (and potentially others') happiness. To that aim, we asked 162 children and adolescents to define - in their own words - what happiness meant for them. Their responses were coded according to two different systems derived from previous finding with adults and children. Overall, results showed that hedonic conceptualization of happiness were mainly present in late childhood; whereas eudaimonic conceptualizations were mainly present in adolescence

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Section: Children's and Adolescents' Lay Theories Of Happinessmentioning

confidence: 99%

Children’s and Adolescents’ Conceptions of Happiness

2015

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“…The children thus become active agents in the construction of their own childhood (Markström & Halldén, 2009). According to Fattore, Mason, and Watson (2007), agency is one of the core factors for children's wellbeing. In their private spaces, children create their own experiences, gain spatial autonomy, and claim ownership over their environment (Colwell et al, 2016;Corson et al, 2014;Green, 2013Green, , 2015.…”

Section: Spaces Within Spacesmentioning

confidence: 99%

A Space Apart

Lynch¹

2017

SAGE Open

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This article examines how the preschool child is enabled to withdraw from the peer group and create a private, individual space within the institutional collective. The question under consideration is, “What factors are necessary to enable a child to create and maintain a withdrawal space in the preschool?” Data were collected through ethnographic fieldwork at two Montessori schools in the south of Sweden. Analysis of the results reveals that a child is enabled through a combination of two elements: a level of opportunity to create a space and a level of defense of a created space. These two factors are dependent on the teachers’ ability to correctly identify space creation, alongside their desire for the child’s space creation effort to be successful.

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“…Contrariwise, a person is said to have low subjective well-being if he/she is dissatisfied with life, experiences little joy and affection and frequently feels negative emotions, such as anger and anxiety. (Diener, Suh, & Oishi, 1997, p. 25) In the development of a set of well-being indicators in order to monitor children's well-being over time, Fattore, Mason, and Watson (2007) such as happiness, excitement and peacefulness, and some children include being able to integrate anger and sadness into their lives as a part of well-being. Similar results were found in a study on children's understanding of well-being conducted by Nic Gabhainn and Sixsmith (2005).…”

Section: Subjective Well-beingmentioning

confidence: 99%