What makes young children happy? Play? Security? Cuddles with a loved one? Being outside? It may seem obvious, but in fact there is little information available regarding the happiness and wellbeing of young children.
A recent report from Early Years Scotland was commissioned to fill this knowledge gap, and asked three- to five-year-olds about their wellbeing and emotions.
Unsurprisingly, the majority of children say play is what makes them feel happy (see box). Nurture also plays a big part in children’s emotional regulation, with children commenting how they feel sad when they miss their parents or don’t have friends to play with.
Other things which children said made them sad were not having cuddly toys and hurting themselves.
Children were also asked ‘What helps to make you feel happy again?’ Responses included cuddles, physical activities, being outside, breathing and playing and eating. The report notes, ‘All of these highlight the important role of adults facilitating the opportunities for children to engage in these activities … After feeling sad or worried, children commented on the importance of lots of hugs and cuddles from trusted staff or adults.’
‘It was extremely heartening to hear that children love to play and love cuddles!’ says Early Years Scotland chief executive Jane Brumpton. She adds, ‘Parents are comforted in the knowledge that their child feels not only able to speak to a practitioner within their setting if they are feeling sad, anxious, worried, etc, but that they will actively seek out these individuals for comfort and support.
‘The strength of the bonds between children and those who look after and educate them on a daily basis cannot be underestimated – early years practitioners are utterly committed to and attuned to the needs of children, are aware of their familial circumstances and are able to support the children as individuals based on their needs. Parents are not only aware of this, but are extremely appreciative.’
The report recommends that practitioners are supported to appreciate the importance of facilitating nurturing environments to enable children to develop their social and emotional skills.
NEED FOR TRAINING
The Mental Health, Happiness and Wellbeing Report conducted by Early Years Scotland (see Further information) highlighted the need for more access to professional learning opportunities. Staff surveyed also called for increased support and collaboration with external agencies to help them with supporting families’ holistic needs and increased adult:child ratios to allow staff to be able to support children’s needs more effectively.
Practitioners raised lack of understanding of how to access agencies for themselves and parents.
Brumpton says, ‘One of the main barriers to accessing professional learning on mental health, happiness and wellbeing for young children is that it’s just not readily available for that age group – resources tend to be aimed more at primary-aged children and above.
‘There needs to be more recognition of the need for age-appropriate training and resources so that practitioners have the skills and tools to be able to support the children they work with. More widely, however, the pressures on the sector at present make it more difficult for those working on the floor to access professional learning within working time.’
Staff noted that at times they feel both overstretched and undervalued. While they appreciate how crucial their role is, they said how it is challenging to provide high-quality experiences while being regularly understaffed and under pressure. One practitioner commented on needing training time during the day instead of in the evenings in order to support their own mental wellbeing.
PARENTS’ NEEDS
Half of all parents and carers who responded stated that if they had concerns about their child’s mental health, happiness and wellbeing, they would approach the setting for advice, support and guidance.
Parents said they would benefit from access to more opportunities to learn about their child’s mental health, but also recognised the time constraints of doing this while ‘constantly juggling’ different aspects of their lives.
They overwhelmingly supported a ‘one stop shop’ model of support where information, advice and support could be accessed in a manner which best suited families, with suggestions including a telephone line, webchat service and opportunities for peer engagement. Support included age- and developmentally appropriate resources for children aged from three to five years old, with information including:
- child development
- how to help children to be confident
- dealing with anxiety at a young age
- behaviour support.
SUGGESTIONS
The report suggests focusing on:
- Increased and more meaningful transition meetings.
- Collaborative practice between outside agencies and settings.
- Increased staff:child ratios.
- Stay-and-play sessions to enable parents to better understand their children’s experiences.
- Increased professional learning opportunities for practitioners.
Indicators of wellbeing
The Scottish Government recommends that the approach to considering children’s wellbeing should be rights-based, strengths-based, holistic and adaptable enough to take account of stage of development and the complexity of individual circumstances.
The eight wellbeing indicators are:
- Safe – growing up in an environment where a child feels secure, nurtured, listened to and enabled to develop to their full potential. This includes freedom from abuse or neglect.
- Healthy – having the highest attainable standards of physical and mental health, access to suitable healthcare, and support in learning to make healthy and safe choices.
- Achieving – being supported and guided in learning and in the development of skills, confidence and self-esteem, at home, in school and in the community.
- Nurtured – growing, developing and being cared for in an environment which provides the physical and emotional security, compassion and warmth necessary for healthy growth and to develop resilience and a positive identity.
- Active – having opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development.
- Respected – being involved in and having their voices heard in decisions that affect their life, with support where appropriate.
- Responsible – having opportunities to play active and responsible roles, and where necessary, with appropriate guidance and supervision.
- Included – having help to overcome inequalities and being accepted as part of their family, school and community.
Children’s voices
Children’s responses to questions in the report include:
Is there anything that can make you feel sad, worried or upset?
‘If friends don’t play with me.’
‘Tidy up time makes her upset as she wants to continue to play.’
‘If I don’t have any friends.’
What do you do when you’re feeling sad or worried?
Self-regulation was implicit, with responses including ‘sit by myself’ or ‘lie down’.
What helps to make you happy again when you have been feeling sad or worried?
‘I play with my favourite toys and get lots of cuddles.’
‘Friends give me a cuddle and it makes me feel happy again.’
‘I get my keyworker and get a cuddle and talk about it.’
FURTHER INFORMATION
Mental Health, Happiness and Wellbeing Report, EYS: bit.ly/3P0zRkx
