ECEC teachers' perceptions of EQUAL Child, a structured conversation tool for assessing children's subjective well-being.
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| Title: | ECEC teachers' perceptions of EQUAL Child, a structured conversation tool for assessing children's subjective well-being. |
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| Authors: | Paulsrud, Pia Elisabeth Dedichen1 (AUTHOR) ppa@dmmh.no, Smeby, Kristine Warhuus2 (AUTHOR) |
| Source: | European Early Childhood Education Research Journal. Apr2026, Vol. 34 Issue 2, p291-305. 15p. |
| Subject Terms: | *Communication strategies, *Teacher attitudes, *Early childhood education, Subjective well-being (Psychology), Professional competence, Digital technology, Psychological well-being |
| Abstract: | Child well-being is a central focus and a key quality indicator in Norwegian Early Childhood Education and Care (ECEC) institutions. This qualitative study explores ECEC teachers' use of EQUAL Child, a digital conversation tool designed to assess children's subjective well-being. Four focus groups were conducted to explore the experiences of 18 ECEC teachers who had conducted 210 structured conversations with children aged 4–5 years. Thematic analysis resulted in five themes concerning the teachers' experiences, belonging to two conceptual units. The first three themes – Individual moments as relationship-building, Structured conversations as awareness-raising and Scheduled meetings as democracy-making – highlight that using the tool was meaningful in important ways. The two last themes – A sensitive approach to children's different needs and Seeking children's subjective perspectives – illustrate important aspects of how professionals use pedagogical tact in different ways to approach children's subjective well-being. The study emphasizes the impact of individual structured conversations with children in professional settings, both by expanding professionals' insights, by including children's voices, and by contributing to children's well-being in ECEC. To be perceived as meaningful in professional practice, it is essential that the assessment tool be adapted to the context-specific framework, and that professionals activate pedagogical tact. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Child well-being is a central focus and a key quality indicator in Norwegian Early Childhood Education and Care (ECEC) institutions. This qualitative study explores ECEC teachers' use of EQUAL Child, a digital conversation tool designed to assess children's subjective well-being. Four focus groups were conducted to explore the experiences of 18 ECEC teachers who had conducted 210 structured conversations with children aged 4–5 years. Thematic analysis resulted in five themes concerning the teachers' experiences, belonging to two conceptual units. The first three themes – Individual moments as relationship-building, Structured conversations as awareness-raising and Scheduled meetings as democracy-making – highlight that using the tool was meaningful in important ways. The two last themes – A sensitive approach to children's different needs and Seeking children's subjective perspectives – illustrate important aspects of how professionals use pedagogical tact in different ways to approach children's subjective well-being. The study emphasizes the impact of individual structured conversations with children in professional settings, both by expanding professionals' insights, by including children's voices, and by contributing to children's well-being in ECEC. To be perceived as meaningful in professional practice, it is essential that the assessment tool be adapted to the context-specific framework, and that professionals activate pedagogical tact. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1350293X |
| DOI: | 10.1080/1350293X.2025.2516088 |
