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This book presents a comprehensive overview of findings from the Children's Worlds project - the most extensive and diverse study to have been conducted globally on children's own views of their lives. It provides a unique comparative insight into the similarities and differences in children's lives and well-being around the world, including findings that challenge prevailing assumptions of where, and in what contexts, children might experience a 'good childhood'.
The book draws out the key messages and implications from the study and identifies directions for future work on child well-being. It will be of interest to researchers and students in the field of childhood studies, as well as a wide range of professionals and organisations concerned with improving children's quality of life.
List of contents
Chapter 1. Introduction.- Chapter 2. How the study was done.- Chapter 3. The structure of children's subjective well-being.- Chapter 4. The context of children's lives.- Chapter 5. Overall well-being.- Chapter 6. Home and family.- Chapter 7. Money and possessions.- Chapter 8. Friendships.- Chapter 9. School.- Chapter 10. Local area.- Chapter 11. Self.- Chapter 12. Time use.- Chapter 13. Synthesis.- Chapter 14. Factors associated with overall well-being.- Chapter 15. Discussion and conclusions.
About the author
Gwyther Rees (Social Policy Research Unit, University of York, UK) is the Research Director of the Children’s Worlds project – an international study of children’s lives and well-being. Gwyther has researched and published on a range of social policy issues relevant to children and young people as well as on children’s subjective well-being.
Summary
This book presents a comprehensive overview of findings from the Children’s Worlds project – the most extensive and diverse study to have been conducted globally on children’s own views of their lives. It provides a unique comparative insight into the similarities and differences in children’s lives and well-being around the world, including findings that challenge prevailing assumptions of where, and in what contexts, children might experience a ‘good childhood’.
The book draws out the key messages and implications from the study and identifies directions for future work on child well-being. It will be of interest to researchers and students in the field of childhood studies, as well as a wide range of professionals and organisations concerned with improving children’s quality of life.
