NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ933041
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1350-293X
Companionable Learning: A Mechanism for Holistic Well-Being Development from Birth
Roberts, Rosemary
European Early Childhood Education Research Journal, v19 n2 p195-205 2011
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom