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Meaning in Life in Preschool Children: Developmental Foundations and Relationship to Well-Being

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  • Anat Shoshani

    (Reichman University)

Abstract

This study aimed to investigate the sources of meaning in life of 3- to 6-year-olds. A sample of 291 children responded orally to questions about the most important aspects of their lives, and parents reported on their children's meaning in life using parent-reported questionnaire. Attachment patterns and Theory-of-Mind abilities were examined as possible antecedents of individual differences in meaning in life. Self, parental and preschool teachers' reports were obtained to assess the children's functioning and well-being. The findings indicated that preschool children are able to articulate their sense of meaning in life. Meaning in life increased with age and was partly mediated by Theory-of-Mind development. Securely attached children expressed more meaning in life than children classified as disorganized or avoidant/insecure. A significant association was found between self and parental reported meaning in life and children's socio-emotional and preschool functioning and well-being. The implications for early interventions in family and preschool settings are discussed.

Suggested Citation

  • Anat Shoshani, 2024. "Meaning in Life in Preschool Children: Developmental Foundations and Relationship to Well-Being," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(2), pages 581-600, April.
    • Handle: RePEc:spr:chinre:v:17:y:2024:i:2:d:10.1007_s12187-024-10107-8
    DOI: 10.1007/s12187-024-10107-8
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