{"title":"Meaning in Life in Preschool Children: Developmental Foundations and Relationship to Well-Being","authors":"Anat Shoshani","doi":"10.1007/s12187-024-10107-8","DOIUrl":null,"url":null,"abstract":"<p>This study aimed to investigate the sources of meaning in life of 3- to 6-year-olds. A sample of 291 children responded orally to questions about the most important aspects of their lives, and parents reported on their children's meaning in life using parent-reported questionnaire. Attachment patterns and Theory-of-Mind abilities were examined as possible antecedents of individual differences in meaning in life. Self, parental and preschool teachers' reports were obtained to assess the children's functioning and well-being. The findings indicated that preschool children are able to articulate their sense of meaning in life. Meaning in life increased with age and was partly mediated by Theory-of-Mind development. Securely attached children expressed more meaning in life than children classified as disorganized or avoidant/insecure. A significant association was found between self and parental reported meaning in life and children's socio-emotional and preschool functioning and well-being. The implications for early interventions in family and preschool settings are discussed.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"276 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Indicators Research","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1007/s12187-024-10107-8","RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
This study aimed to investigate the sources of meaning in life of 3- to 6-year-olds. A sample of 291 children responded orally to questions about the most important aspects of their lives, and parents reported on their children's meaning in life using parent-reported questionnaire. Attachment patterns and Theory-of-Mind abilities were examined as possible antecedents of individual differences in meaning in life. Self, parental and preschool teachers' reports were obtained to assess the children's functioning and well-being. The findings indicated that preschool children are able to articulate their sense of meaning in life. Meaning in life increased with age and was partly mediated by Theory-of-Mind development. Securely attached children expressed more meaning in life than children classified as disorganized or avoidant/insecure. A significant association was found between self and parental reported meaning in life and children's socio-emotional and preschool functioning and well-being. The implications for early interventions in family and preschool settings are discussed.
期刊介绍：
Child Indicators Research is an international, peer-reviewed quarterly that focuses on measurements and indicators of children''s well-being, and their usage within multiple domains and in diverse cultures. The Journal will present measures and data resources, analysis of the data, exploration of theoretical issues, and information about the status of children, as well as the implementation of this information in policy and practice. It explores how child indicators can be used to improve the development and well-being of children. Child Indicators Research will provide a unique, applied perspective, by presenting a variety of analytical models, different perspectives, and a range of social policy regimes. The Journal will break through the current ‘isolation’ of academicians, researchers and practitioners and serve as a ‘natural habitat’ for anyone interested in child indicators. Unique and exclusive, the Journal will be a source of high quality, policy impact and rigorous scientific papers. Readership: academicians, researchers, government officials, data collectors, providers of funding, practitioners, and journalists who have an interest in children’s well-being issues.
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