Over time, societal perceptions and theoretical underpinnings surrounding the definition of well-being and well-being have changed (Robbins, Powers & Burgess, 2009). The World Health Organization has previously described wellbeing as “a state of physical, mental and social well-being and not simply the absence of disease or infirmity”. However, modern research by Dunn (2009) on “High Level Wellness” indicates that well-being and well-being consider the whole person in terms of sociological and ecological models, providing insights into socio-emotional, intellectual, spiritual, mental , economic and physical dimensions of health. With this changing social perspective comes the realization that all of these factors can then influence our achievement of well-being and well-being. For this reason, achieving well-being and well-being in children is not always equitable due to the impact or multiple social, emotional, cultural, environmental and genetic constraints. Strong attachments in early childhood play an important role in helping children develop a strong sense of identity. McMurray & Clendon, (2011) point out that children use this attachment to create relationships: they have an innate need to belong. Educators have the potential to give children the best start in life and help them build healthier, happier lives. This can be done through positive role modeling by educators; provide and ensure that children have access to age-appropriate resources to challenge their thinking; and ensure their environment is welcoming and stimulating. This encourages exploration and curiosity. Children have a role to play in improving their social and emotional well-being. They are also given the opportunity to make decisions in their learning spaces, where their choices are respected and respected