CHILDHOOD AND WELL-BEING

This study explores the interrelation between the concept of child well-being and contemporary educational practices, with a particular focus on the 21st-century socio cultural context and the interpretation of childhood as a social construct. The author argues that child well-being is not merely a sum of physical and cognitive indicators but a complex experience shaped by culturally and socially embedded meaning systems. This recognition calls for the development of new pedagogical paradigms. The paper highlights well-being-oriented and community-based educational models as potential environments for fostering children's autonomy, emotional safety, and social relationships. Through the examples of alternative pedagogies, community spaces, and parental cooperation, it illustrates how education can become a site of social participation and a redefinition of childhood. The study also emphasizes the significance of the teacher’s role from a mental health perspective, demonstrating that the educator’s well-being is essential for supporting children's emotional and social development. The approach is both theoretically grounded and supported by practical examples, contributing to the development of a child-centered, empathetic, and reflective educational culture.