Do Children and Educators Agree? Well-Being in Canadian Early Education

• In Event: Examining Perspectives of Families, Children, and Teachers

Abstract

This study investigated the agreement between Canadian children and educator’s (teachers and early childhood educators) perspectives on children’s well-being at school. Seventy-five children and 12 educators completed an 8-item questionnaire adapted from the Multidimensional Students’ Life Satisfaction Scale (Heubner, 2001). Statistical analysis showed there is significant difference between children and educator perspectives on children’s experiences of well-being at school. However, educators showed moderate agreement - potentially indicating a collaborative relationship between teachers and early childhood educators. A major implication of this study is that using adults as informants for children’s perspectives is insufficient. Children have their own perspectives, independent of educators and must be consulted in order to accurately inform policies and practices that directly affect children.

Author

• Larisa Lam, University of Toronto