The Structural Model of Child Well-Being
Minkkinen, Jaana (2013)
2013
Child Indicators Research 6 3
547-558
Yhteiskunta- ja kulttuuritieteiden yksikkö - School of Social Sciences and Humanities
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:uta-201404291364
https://urn.fi/URN:NBN:fi:uta-201404291364
Tiivistelmä
Abstract This paper focuses on theoretical debates about child well-being and
introduces the structural model of child well-being. The development of the model
has its origins in the great diversity of concepts of well-being in the research field.
The model is based on the definition of health by the World Health Organisation
(WHO 1946), the bioecological theory of child development (Bronfenbrenner and
Morris 1998), social support theory (Cobb 1976), and the socio-cultural approach to
human development (Vygotsky 1962; Leont’ev 1978). The general frame of the
model is founded on the new paradigm of childhood, especially the notion of the
child as an active social actor. The model analyzes child well-being as a construct
which is made up of dimensions of well-being at the individual level and framed by
preconditions of well-being at both individual and societal levels. The dimensions of
well-being are physical, mental, social, and material, while the frame of well-being
consists of subjective action, a circle of care, the structures of society, and culture.
The relationships between the different elements are also included in the model. The
paper concludes with a discussion on the model as a whole.
introduces the structural model of child well-being. The development of the model
has its origins in the great diversity of concepts of well-being in the research field.
The model is based on the definition of health by the World Health Organisation
(WHO 1946), the bioecological theory of child development (Bronfenbrenner and
Morris 1998), social support theory (Cobb 1976), and the socio-cultural approach to
human development (Vygotsky 1962; Leont’ev 1978). The general frame of the
model is founded on the new paradigm of childhood, especially the notion of the
child as an active social actor. The model analyzes child well-being as a construct
which is made up of dimensions of well-being at the individual level and framed by
preconditions of well-being at both individual and societal levels. The dimensions of
well-being are physical, mental, social, and material, while the frame of well-being
consists of subjective action, a circle of care, the structures of society, and culture.
The relationships between the different elements are also included in the model. The
paper concludes with a discussion on the model as a whole.
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