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It is a theoretical contribution arguing that this conceptual distinction must be grounded in an understanding of childhood as socially constructed. The paper extracts core conceptions of childhood from four scholarly disciplines and then integrates them into a unified view, finally identifying implications for conceptualizing child well-being.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/on-conceptualizing-child-well-being-drawing-on-disciplinary-understandings-of-childhood/596113/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/on-conceptualizing-child-well-being-drawing-on-disciplinary-understandings-of-childhood/596113.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central question about child well-being addressed in the article?","Question",{"text":112,"@type":113},"The article asks whether and in what way children’s well-being should be conceptualized differently from adults’ well-being.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach does the article use to ground the distinction between child and adult well-being?",{"text":117,"@type":113},"It argues that the distinction must be grounded in an understanding of childhood as socially constructed and draws on core conceptions from four scholarly disciplines.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article connect disciplinary understandings to implications for practice?",{"text":121,"@type":113},"After extracting and integrating disciplinary conceptions of childhood, it identifies implications of this integrative view for any conceptualization of child well-being.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596113,1792189381,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","On Conceptualizing Child Well-Being: Drawing on Disciplinary Understandings of Childhood  \nThomas Falkenberg University of Manitoba  \nHeather Krepski  \nUniversity of Manitoba  \nAbstract  \nGiven the greater attention to student well-being as a concern for school education in Canada and beyond, this article is concerned with the questions of whether, and in what way, the well-being of children should be differently conceptualized than that of adults. This theoretical article responds to these questions and argues that the conceptual distinction needs to be grounded in an understanding of childhood (i.e., the socially constructed understanding of the life of children) . First, the article extracts core understandings of childhood from four scholarly disciplines that are each concerned with children. Then the article develops an integrative view of childhood by drawing on these four disciplinary  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:4 (2020)©2020 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nunderstandings. Finally, the article identifies implications of this integrative view of childhood for any conceptualization of child well-being.  \nKeywords: child well-being, student well-being, childhood  \nRésumé  \nCompte tenu de l’attention accrue accordée au bien-être des élèves par les systèmes d’éducation au Canada et ailleurs, le présent article vise à découvrir si et comment le bien-être des enfants devrait être conceptualisé différemment de celui des adultes. Cette étude théorique répond à ces questions et soutient que la distinction conceptuelle doit être fondée sur une compréhension de l’enfance (c’est-à-dire la compréhension socialement construite dela vie des enfants) . Elle présente d’abord les principales conceptions de l’enfance extraites de quatre disciplines universitaires qui s’intéressent aux enfants. Elle développe ensuite une vision intégrative de l’enfance en s’appuyant sur ces quatre principes disciplinaires. Enfin, elle détermine les implications de cette vision intégrative de l’enfance pour toute conceptualisation du bien-être de l’enfant.  \nMots-clés : bien-être des enfants, bien-être des élèves, enfance  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:4 (2020) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe government of Bhutan has been using human well-being (flourishing) as a guiding concern for political decisions at the highest level since 1972 (see [http://www.grossna](http://www.grossna)[tionalhappiness.com](tionalhappiness.com)). Over the last 20 years, some Western governments have started considering doing so as well (for some examples, see Falkenberg, 2019, pp. 3–4) . Recently, the governments of Iceland, Scotland, and New Zealand went further in this regard than any other Western country to date. In 2019, the New Zealand government, for instance, published its “Wellbeing Budget” in 2019: “To set the priorities for this Budget, we used evidence and expert advice to tell us where we could make the greatest difference to the wellbeing of New Zealanders”(Government of New Zealand, 2019, p. 3) . For instance, mental health, child well-being, and the support of Māori and Pasifika aspirations were listed as three of the budget’s five priority areas (p. 6) . More recently, provincial and national governments have been showing a greater interest in child and student well-being as a focus of directing social and educational policy, including some, now former, Canadian provincial governments (for some examples, see Falkenberg, 2019, pp. 3–4). Accompanying these developments at the political level is a burgeoning scholarship on human well-being (e.g., Estes & Sirgy, 2017; Michalos, 2005) and child well-being in particular (see Ben-Arieh et al., 2014) .  \nOur theoretical inquiry is concerned with the latter and, more particularly, with the following conceptualization questions: (1","cbCaikvhOnky9ffE","https://ap.wps.com/l/cbCaikvhOnky9ffE","pdf",207281,27,"English","# Abstract\n# Introduction\n## Conceptualization questions and policy context\n## Theoretical frameworks for child well-being","[{\"question\":\"What is the central question about child well-being addressed in the article?\",\"answer\":\"The article asks whether and in what way children’s well-being should be conceptualized differently from adults’ well-being.\"},{\"question\":\"What approach does the article use to ground the distinction between child and adult well-being?\",\"answer\":\"It argues that the distinction must be grounded in an understanding of childhood as socially constructed and draws on core conceptions from four scholarly disciplines.\"},{\"question\":\"How does the article connect disciplinary understandings to implications for practice?\",\"answer\":\"After extracting and integrating disciplinary conceptions of childhood, it identifies implications of this integrative view for any conceptualization of child well-being.\"}]","On Conceptualizing Child Well-Being - Drawing on Disciplinary Understandings of Childhood | PDF",1792082464,68]