Early childhood education and Care (ECEC) are current interests in many countries following international studies that show the importance of children starting their early years within a high-quality education and caring environment (Karila, 2012; Lenaerts et al, 2017). ECEC is of great value for their development and learning, which include health and well-being (Shonkoff, el al.,2000). During childhood the trajectories of well-being and health are established for life, which could  impact adult life. Studies have shown that a high degree of well-being has positive consequences; such as good health and effective learning (Huppert,2013).

 Children´s rest, recovery and well-being are essential and decisions should be based on what is considered best for the individual child (United Nations Convention on the Rights of the Child, 2016). The Swedish ECEC institutions is divided into preschools for children aged on to five years and preschool classes for six-year-olds before formal schooling starts at seven years. All Swedish children from one year have the right to be educated and cared for in ECEC institutions. The School Act (SFS 2010:800) establishes that the education within the school system, with includes preschool, aims to promote the development of all children and a lifelong desire to learn. The Swedish preschool curriculum (2018)  emphasis that the preschool must offer a good environment and a well balanced daily rhythm adapted to children’s need , meaning that activities are a part of the preschools learning environment. It states  that preschool education should be planned and implemented to promote the children´s development , health and well-being. Research on children´s own subjective opinions about their well-being has mainly been conducted among children over those from preschool age ( Sandseter & Seland, 2015). Mashford-Scott et al. (2012) point out that  research-based knowledge on what promotes and impedes the perception that the youngest children have of subjective well-being in ECEC settings is lacking. Studies using preschool children-based data are relevant and therefore  the aim of this study is to explore 4-6-year-old children´s subjective experience of well-being at preschool and how the learning environment can support the early childhood settings. The study is based on an understanding of preschool children as active participants and focus on children´s lived experience of the artefacts, activities and environment that are available at the preschool, both outside and inside the buildings. The intention is to improve more knowledge about what promotes and constrains children´s subjective well-being.  

 The research question is: How do children experience their subjective well-being in their daily life in the ECEC settings, related to activities, environment and artefacts at the preschool?

 Mashford-scott et al (2012) shows that the definition of well-being can differ; is an abstract, multidimensional, social and culturally constructed phenomenom, and different forms for understanding and researching it can be identified. Barblett and Maloney (2010) means that the term well-being is abstract, multi-dimensional and socially and culturally constracted, and that the term is often used in different ways across different fields and contexts. In this study, the perspective of holistic well-being that involves positive emotions/affect and fulfilling way of being (Thoilliez, 2011) with a connection to the development of a positive and healthy sense of self and one´s relation to others (Deci & Ryan, 2008).

Data was collected by semi-structured interviews with the possibility to flexibility- with a total of seventeen 4-6-year old children, from four preschool. A system with pictures, with responses represented scale with five faces with different emotional states, ranging from very unhappy to very happy with an neutral face included was used. This tool is improved and inspired by computer pictures during interviews with children (Fängström, et al, 2017). Data was also collected by four observations at each of the four preschools with fields documentation. The observations was conducted during different activities at the four preschools. The data will be analysed using a thematic analysis following Braun and Clarke (2006) description; familiary with data, generating intitial codes, searching for themes, reviewing themes , definding and naming themes, produceing the repost,

The analysis process is not completed but preliminary results shows that children´s perspective of well-being contains both calm activities and more physical activities and the perspectives was mentioned both in relation to indoor activities and outdoor. To be able to control their body in physical activities was mentioned as a important factor for the children. More work with the analysis have to be done but it is clear that young children can express, both with words and by pictures about their subjective experience of wellbeing. Preliminary results also shows that children´s input regarding their subjective opinion can give insights to preschool environment and activities, both outside and inside the preschools, could be arranged to promote children´s wellbeing more consciously.

Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa Coverdale, GE, Long AF. Emotional well-being and mental health, an exploration into health promotion in young people and families. Perspect Public Health.2015. Jan.135 (1):27-36. Doi: 10.117/1757913914558080. Cross, MP, Hofschneider, L, Grimm, M, Pressman SD. Subjective well-being and physical health. In: Diener E. Oishi, S, Tay, L. (eds). Handbook of Well-being. IL. DEF Publications (2018). Deci , E.L.,& Ryan, R.M.(2008). Hedonia, eudaimonia, and well-being : an introduction.Journal of Happiness Studies, 9, 1-11. Daelmans B, Darmstadt GL, Lombardi J, Black MM, Britto PR, Lye S, et al. Early childhood development: the foundation of sustainable development. Lancet. (2017) 389:9–11. doi: 10.1016/S0140-6736(16)31659-2 Huppert, F., So, TT. Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social indicators research. 2013; 110: 837-861. Fängström, K., Salari, R., Eriksson, M., & Sarkadi, A. (2017). The computer-assisted interview In My Shoes can benefit shy preschool children’s communication. Karila,K. A Nordic Perspective on Early Childhood Education and Care Policy. European Journal of Education. 2012;47(4):584–95. DOI: 10.1111/ejed.12007/ Kalicki, B, Koening, B. Early Childhood Education. De la Rosa, Villar Angulo, Giambrone, editors. Education in Childhood. 2021.DOI:10.5772/intechopen.87330 Mashford-Scott , A., Church, A.,Taylor, C. Seeking childrens perspective on their well-being in early childhood settings. International Journal of Early Childhood. 2012; 231.247. Curriculum for the Preschool (2018). Daelmans B, Darmstadt GL, Lombardi J, Black MM, Britto PR, Lye S, et al. Early childhood development: the foundation of sustainable development. Lancet. (2017) 389:9–11. doi: 10.1016/S0140-6736(16)31659-2 Lenaerts, F., Braeye, S., Nguyen, T. L. H., Dang, T. A., & Vromant, N. (2017). Supporting Teachers in Vietnam to Monitor Preschool Children’s Wellbeing and Involvement in Preschool Classrooms. International Journal of Early Childhood, 49(2), 245–262. https://doi.org/10.1007/s13158-017-0188-2 United Nations Convention on the Rights of the Child, 20 November, 1989, https://www.ohchr.org/en/professionalinterest/pages/crc.aspx