The Ideals Of Wellness And Wellbeing

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Over time, society’s perceptions and theoretical bases surrounding the definition of wellness and wellbeing has changed (Robbins, Powers & Burgess, 2009). The World Health Organization previously described wellness and wellbeing as “a state of physical, mental and social wellbeing and not merely the absence of disease or infirmity.” However, modern research from Dunn (2009) on “High Level Wellness” indicates that wellness and well-being consider the whole person in terms of sociological and ecological models, providing insights into the socio-emotional, intellectual, spiritual, mental, economical and physical dimension of health. With this changing societal perspective comes the realisation that all of these factors can therefore affect our attainment of wellness and wellbeing. For this reason, achieving wellness and wellbeing in children is not always equitable due to the impact or multiple constraints such as social, emotional, cultural, the environment and genetic factors. This essay will explore the ideals of wellness and wellbeing with a holistic perspective. Robbins et al, (2009) states that in today’s world wellness is defined as “an integrated and dynamic level of functioning, oriented towards maximizing potential, dependent on self-responsibility”. Furthermore, that wellness involves a shift in thinking and attitude and that it can be achieved through working towards becoming the best you can be without accepting “traditional” limitations such as age, gender and heredity factors (pg.8). Prior to studying this topic, one 's view of wellness was limited to an understanding relating principally to physical wellbeing with regards to the absence of disease. With a study of presented modules and wider readings, it is und... ... middle of paper ... ...planning and setting up their learning environment indoor and outdoor with the support of educators. The children may choose when to have their lunch, when to rest and where to engage in learning indoor or outdoor and this is in line with the National Quality Standard Elements 1.1.6: “Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world” (ACEQA, 2012), thus building the climate of trust and mutual respect espoused by McMurray and Clendon, (2011). In conclusion, it has become abundantly clear to me that a wider awareness by educators of the various intertwined factors that make up our understanding of wellness and wellbeing is of paramount importance in today’s complex world. Looking at holistic ways to enhance children’s wellness and wellbeing is an essential role that all educators must strive to achieve.

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