Understanding how practitioners in Wales assess well-being in the early years curriculum

Lewis, Alyson 2023. Understanding how practitioners in Wales assess well-being in the early years curriculum. Education 3-13: International Journal of Primary, Elementary and Early Years Education 51 (5) , pp. 780-792. 10.1080/03004279.2021.2011943

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Abstract

Child well-being is regarded as an important part of early childhood education but little is known about the meaning of well-being and how it is operationalised in a curriculum context. The paper examines how practitioners in Wales assess the well-being of 3- to 7-year-olds. The case study involves two schools and the paper discusses findings from six focus groups and fourteen interviews. Practitioners are uncertain about how to assess child well-being and therefore draw upon what they do in other subject areas and use criterion-referenced assessment. Practitioners also report various difficulties in assessing well-being which suggests that placing well-being in curriculum policy is problematic. Findings indicate that well-being is understood as an abstract concept where practitioners attempt to transform it into a concrete form in order to assess it. Questions linking to rationale, concept, enactment and assessment need to be discussed when considering well-being as a subject area.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Professional Services > Academic & Student Support Service
Publisher:	Taylor and Francis Group
ISSN:	0300-4279
Date of Acceptance:	21 November 2021
Last Modified:	21 Apr 2026 14:00
URI:	https://orca.cardiff.ac.uk/id/eprint/186566

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