How wellbeing literacy reflects and supports wellbeing practices in early education: A directed qualitative content analysis of teacher practices

At the same time as positive psychology and wellbeing science has grown and expanded through cross disciplinary research and dialogue, the field of early education globally has increased its focus on wellbeing outcomes for children. How new concepts and theories from wellbeing science, such as wellbeing literacy, can be applied to early childhood education to underpin wellbeing pedagogy and practices, and support children’s wellbeing, is relevant and timely. Through an online survey and directed content data analysis, this qualitative study sought the perspectives of early childhood teachers about how they promote children’s wellbeing communication. Furthermore to understand how teachers’ practices compare to the wellbeing literacy capability model. Findingsfrom 76 teachers from Victoria, Australia yielded rich data about ways wellbeing words, topic areas and concepts are taught, practice examples of expressive and receptive wellbeing language, how these align to wellbeing literacy and why this is important to teachers. An intentionality for child wellbeing and children’s capability for effective wellbeing communication, along with other pedagogies in addition to the wellbeing literacy model emerged. These findings indicate wellbeing literacy and the 5-component model align with existing wellbeing pedagogy. Additionally, how wellbeing literacy can expand early education’s singular and traditional view of literacy towards a contemporary, socio-cultural conception. Findings from this study begin to address the paucity of research and literature about wellbeing literacy in the context of childhood and early education. Understanding how a literacy of wellbeing may be applied to pedagogy and practice in ECEC and authentically facilitated by teachers, is novel in both education and wellbeing fields and can enhance both educational and wellbeing outcomes for young children and pedagogical avenues for educators.