This paper explores how relational approaches to well-being could support young children's educational achievement in high-poverty contexts. It draws on findings from a qualitative study involving mothers and early years educators living and/or working in a city characterised as one of the most disadvantaged in England. The findings suggest that children's well-being, rather than being merely an individual characteristic or aspiration, is interdependent with their social and material environments, as are the institutions that support them. The paper concludes by calling for a recalibration of early childhood policies away from assessing individual children's ‘school readiness’ to encouraging society's readiness to support everyone's well-being, and consequently that of young children too.

中文翻译：

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社会的准备：幸福的关系方法如何支持幼儿在高度贫困的环境中的教育成就

本文探讨了幸福的关系方法如何支持高贫困背景下幼儿的教育成就。它借鉴了一项定性研究的结果，该研究涉及在英格兰最弱势城市之一生活和/或工作的母亲和早年教育工作者。研究结果表明，儿童的幸福不仅是个人特征或愿望，还与他们的社会和物质环境相互依存，支持他们的机构也是如此。该论文最后呼吁重新调整幼儿政策，从评估个别儿童的“入学准备”转向鼓励社会准备支持每个人的福祉，从而也支持幼儿的福祉。