Set mainly in a UK context between 2003-2007, this article presents selected findings from a doctoral study, Companionable Learning: The Development of Resilient Well-being from Birth to Three; and from a series of subsequent studies carried out in English settings. Two questions have been explored: firstly, what are the interdependent components of young children's holistic well-being and, secondly, what does well-being development look like in practice? A holistic conceptual model for well-being is proposed, with four constructs of agency, belonging-and-boundaries, communication, and physical well-being. "Companionable learning" is seen as a powerful mechanism for well-being development. Four areas of companionable learning development were found to be companionable attention, authority, apprenticeship, and allowed time and space. Rich well-being situations often involve food; familiar companions and experiences; and going out. The need for well-being play and the importance of collective well-being are explored. These findings raise implications for curriculum and pedagogy in settings, for early years' workforce and training, and for government policy.