Ecosystemic Wellness (ESW) in Young Children  within the Context of Educational Therapy (EdTx)

Wujing LIU; Kok Hwee CHIA

doi:10.64663/aet.29

Authors

Wujing LIU Merlion Paediatric Therapy Clinic, Singapore https://orcid.org/0009-0007-4205-636X
Kok Hwee CHIA Merlion Paediatric Therapy Clinic, Singapore https://orcid.org/0000-0002-3645-2602

DOI:

https://doi.org/10.64663/aet.29

Keywords:

Ecological Systems Theory, Ecosystemic Wellness (ESW), Educational Therapy (EdTx), Young Children

Abstract

This article investigates the concept of Ecosystemic Wellness (ESW) in young children (ESW-YC), particularly in the realm of educational therapy (EdTx). The concept of ESW-YC concerns children’s overall well-being, influenced by the interconnected environments they engage with. Within EdTx, this approach strives for a comprehensive strategy, considering a child’s ties to various settings, including family dynamics, social interactions, school, and community support, to holistically foster their development. The ESW in EdTx highlights the interconnectedness of a child’s well-being with the environment and support systems. This innovative approach recognizes the multi-dimensional nature of a child’s growth - cognitive, conative, socio-emotional, and sensory elements. By integrating customized interventions that account for each child’s unique ecosystem, educational therapists strive to cultivate resilience, self-regulation, and a positive self-concept in young learners. Ultimately, this method establishes a robust base for supporting children, especially those with special needs, enabling them to flourish academically, emotionally, and socially amidst their intricate web of relationships and environments.

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