This collection explores key issues related to infant and toddler wellbeing, offering diverse international perspectives on how wellbeing is culturally understood. Scholars from  Drawing from Australia, Aotearoa (New Zealand), Brazil, Greece, Norway, Portugal and the UK present local conceptualizations that contribute to a broader, global understanding of wellbeing.

The international contributors examine wellbeing as a crucial construct, emphasising the importance of relationships, health, emotions, imagination, and professional practice in infant-toddler education. Their research covers various topics, including transitions, peer relationships, love, interactions with objects and environments, conceptualisations of time, pedagogical weaving, Indigenous knowledge, and intra-connectedness.

This book highlights the significance of relationships—between people, places, objects, and time—in shaping wellbeing. It challenges readers to reconsider wellbeing as both central to pedagogy and deeply interconnected with humans, non-humans, and vibrant environments. Drawing on diverse theoretical frameworks and research projects, the collection offers rich, multifaceted insights into wellbeing across varied contexts.