Children's experiences and well-being in their earliest years underpin and highly influence their future development and learning. Drawing on research with parents, children and a range of professionals in the early childhood field, this book considers how well-being is interpreted in the early childhood field. It includes snapshots of what our youngest children think about their well-being, and examines external environmental contexts that impact on well-being.

The book raises a number of important issues and clarifies priorities that need to be kept at the forefront of practice and provision, such as the fundamental importance of prioritizing children and families' socio-cultural contexts, addressing inequalities and developing a listening culture. Importantly, there is also focus on appropriate pedagogical approaches and aspects of practice that support children's well-being in early childhood settings, such as adult-child relationships, quality interactions, physical play and creative expression. The book also highlights the inseparability of adults' and children's well-being and therefore the need to consider contexts that enhance the potential for parents and practitioners to experience well-being.

For all students and practitioners who want to put young children's well-being at the forefront of their practice this is a fascinating, thought provoking and illuminating read.

Contributors: Deborah Albon, Mary Dickins, Melian Mansfield, Penny Holland, Micky LeVoguer, Penny Mukherji, Jasmine Pasch, Linda Pound, Judy Stevenson

This book is a timely reminder that young children have a right to be listened to. Wellbeing as a concept is redefined using the voices of children, parents and practitioners. Important questions are raised about the cost to individuals and society if this is not taken seriously.

Dilys Wilson, Senior Lecturer in Early Childhood Studies at Middlesex University, UK

This text brings together research literature, theoretical understanding and practical application. The book captures the essence of early childhood and provides a dialogue and debate of holistically challenging well-being for all. This is a book to be treasured.

Dr Lesley Curtis, Headteacher/Head of Centre, Everton Nursery School and Family Centre

This book is an essential discussion and authoritative account of the explorations and research outcomes of the LMU/NCB project 'Talking about well-being in early childhood'. The book represents multi-faceted perspectives about children's wellbeing that underpin the values and principles of inclusion, understanding that children are citizens with personhood and rights.

Estelle Martin, Anglia Ruskin University, UK

This book is based on a deep and honest respect for young children and the adults who work and play with them and it illustrates with passion and insight the ways in which emotional and physical well-being are built on positive relationships and connections between people.

Helen Moylett, Early Years Consultant and writer

This book opens up the way for future analysis of how society can become more at ease with itself so that the unwitting consequences of deeply embedded institutional discrimination, intolerance, negative assumptions, expectations and judgements are removed from young children's lives.

Jane Lane (advocate worker for racial equality in the early years)