ABSTRACT
This chapter discusses the various terms and arguments in policy documents relating to children’s well-being and resilience in the context of the Norwegian kindergarten. It aims to investigate the role of policy documents and kindergarten practices in promoting children’s social relations and competence, life skills, and health through active participation and varied experiences, challenges and achievements. The chapter supports readers to reflect upon their understanding of well-being and resilience in early childhood everyday practices. The kindergarten is highlighted as the first stage of the Norwegian educational system and operates as a part of a flexible welfare system. Children in kindergarten are usually divided into mixed age groups. The Norwegian kindergarten aims to promote children’s creativity, sense of wonder and search of knowledge, and is based on values such as democracy, respect and inclusion. Kindergartens shall and must recognise children’s right to participation over their well-being.
