Beyond basic ‘minding’: adopting an ecological, evidence based approach to promoting children’s well-being and developing child health advocacy with early childhood undergraduate students (Pre-published version)

Abstract

It is now well-acknowledged that the foundations of lifelong health are built in early childhood (Center of the Developing Child at Harvard, 2010). Internationally, there has been a growing body of evidence highlighting the importance of early life experiences for future health and well-being (Barker, 1994; Barker, 2000; Marmot 2010). At a national level, the Growing up in Ireland Study has identified key public health issues that are emerging by age three, including obesity (ERSI, 2011) and significant health inequalities across a range of indicators which persist into later childhood (ERSI, 2013). Early childhood professionals who work directly with young children and their families in early childhood settings on a daily basis have a significant role to play in promoting children’s health and wellbeing. Drawing on current literature and recent policy developments, this paper aims to highlight the importance of early childhood practice in promoting child health and well-being and documents some of the key principles that are stressed when working with Early Childhood Care & Education (ECCE) degree students.