Needs, Habits and Children’s Wellbeing

BACKGROUND Any delays in language development may affect learning, profoundly influencing personal, social, and professional trajectories. The effectiveness of the Sign 4 Big Feelings (S4BF) intervention was investigated by measuring change in early years outcomes after a three month period. OBJECTIVE To determine whether Early Years Outcomes (EYOs) significantly improve (beyond typical expected development), if children’s wellbeing improves after the S4BF intervention period, and if there are differences between boys and girls in any progress made. METHODS An evaluation of S4BF was conducted with 111 preschool age children in early years settings in Luton, United Kingdom. Listening, speaking, understanding, and managing feelings and behaviour, in addition to Leuven well-being scales were used in a quasi-experimental study design to measure outcomes pre- and postintervention. RESULTS Statistically and clinically significant differences were found for each of the seven pre- and post measures taken: words understood and spoken, well-being scores, and the four EYO domains. Gender differences were negligible in all analyses undertaken. CONCLUSIONS Children of all abilities may benefit considerably from S4BF, but a language-based intervention of this nature may be transformational for children who are behind developmentally, with EAL needs or of lower socio-economic status. CLINICALTRIAL ISRCTN42025531; https://doi.org/10.1186/ISRCTN42025531

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Research with Children: Lessons Learned from the International Survey of Children’s Wellbeing

Child Indicators Research ◽

10.1007/s12187-021-09829-w ◽

2021 ◽

Author(s):

Daphna Gross-Manos ◽

Hanita Kosher ◽

Asher Ben-Arieh

Keyword(s):

Lessons Learned ◽

International Survey ◽

Research With Children ◽

Children’S Wellbeing

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Levels of well-being and involvement of young children in centre-based provision in

South African Journal of Childhood Education ◽

10.4102/sajce.v1i2.85 ◽

2011 ◽

Vol 1 (2) ◽

Cited By ~ 3

Author(s):

Bart Declercq

Keyword(s):

South Africa ◽

Experiential Education ◽

Well Being ◽

Department Of Education ◽

Free State ◽

Childhood Education ◽

The Core ◽

Children’S Wellbeing ◽

Observation Tools ◽

The University

This article reports on a study that examined the levels of young children’s wellbeing and involvement in centre-based provision (birth to five years) at child, group and setting level1 in Free State, South Africa. The study was funded by the FlemishDepartment of Education and was executed in collaboration with the Free State Department of Education and the University of Free State. Nineteen settings were included in the study. The average setting was registered for 121 children (with ratio’svarying from 30 to 326 children registered). Foundation Phase students from the 2nd and 3rd year of study at the University of Free State collected data through observation tools designed by the Centre for Experiential Education at Leuven University, Belgium. The core instrument uses the Leuven scales for well-being and involvement. Results of the study indicate that overall scores for well-being and involvement are low, but also that there are huge differences between different groups and settings. Thus, indicating that early childhood education in centre-based provision makes a difference.

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