Understanding Psychological Well-Being in Early Childhood: Theoretical Views and Cultural Impact

Psychological well-being (PWB) plays an important role in shaping children’s mental health, academic performance, emotional development, and social interactions during early and middle childhood. Although growing attention has been given to children’s well-being, several existing theoretical frameworks and assessment methods have been adapted from models originally developed for adults and adolescents. This review examines major perspectives on children’s psychological well-being, including hedonic and eudaimonic approaches, Ryff’s Six-Factor Model, Seligman’s PERMA framework, Bronfenbrenner’s Bioecological Systems Theory, Attachment Theory, and Self-Determination Theory. In addition, it considers emerging child-focused approaches, particularly the Holistic Well-Being Model for Children. The review also investigated the various factors associated with psychological well-being across individual, relational, and environmental settings. Individual factors include temperament and the ability to regulate emotions and behavior, while relational factors involve parenting practices, attachment patterns, and friendships. Environmental factors cover the quality of early childhood education, school settings, and socioeconomic conditions. Furthermore, the review considers cultural influences, particularly differences in parenting practices, cultural values, and children’s understanding of well-being across different societies. It also highlights concerns regarding the suitability of assessment tools developed from adult-centered and Western-based perspectives when evaluating children from diverse cultural backgrounds. Overall, existing research indicates that children’s psychological well-being is a multifaceted concept shaped by developmental, family-related, social, environmental, and cultural factors. Therefore, gaining a complete understanding of psychological well-being (PWB) requires the integration of different theoretical approaches, along with assessment tools that are suitable for children’s developmental stages, cover multiple dimensions, and are sensitive to cultural differences.