playfulness

The WHO Adolescent Well-being Framework identifies agency and resilience as a central domain of adolescent well-being, yet its expression from a health promotion perspective remains insufficiently understood. Although previous research has often focused on specific behaviours or isolated factors, less attention has been given to how interconnected personal and relational resources coexist as patterns reflecting the WHO domain of agency and resilience. This study explored such patterns among young Swedish persons aged 15–18 years and examined gender differences across these patterns. A cross-sectional survey was conducted among 419 students in Swedish upper secondary schools. Agency and resilience were operationalised through measures of salutogenic health, positive youth development (PYD), playfulness, goal orientation, and physical activity. A person-oriented cluster analysis was used to identify patterns of interconnected resources, and gender differences between patterns. Three distinct resource patterns were identified: a low-resource group (26%), a high-resource group (28%), and an asymmetric-resource group (47%), characterised by relatively favourable intrapersonal resources alongside lower relational PYD resources. Girls were significantly overrepresented in both the low-resource and asymmetric-resource groups. Together, these findings suggest that young persons with seemingly favourable individual resources may nevertheless exhibit underlying vulnerabilities when resources are considered as interconnected patterns rather than isolated characteristics. This perspective contributes to the empirical understanding of the WHO domain of agency and resilience and may inform person-centred, relational approaches to promoting young persons’ well-being.

In early school life, starting in Early Childhood Education, it is necessary to work with texts that circulate socially in a child's everyday life. Children's contact with reading materials must be constant to foster a love for reading, turning it into a habit rather than an sporadic occurrence. Children's Literature, when used appropriately, is an essential tool in constructing the learner's knowledge, helping them engage with the world of reading not only as an act of meaningful learning, but also as an enjoyable activity. Therefore, this article is the result of a bibliographical and documentary research project aimed at analyzing the pedagogical knowledge and procedures of teachers regarding playfulness in Early Childhood Education through literary genres, in accordance with the National Curriculum Guidelines for Early Childhood Education (RCNEI). In light of this, we conclude that it is of paramount importance to work with various literary genres in Early Childhood Education, as it contributes to the child's overall development, especially in shaping their personality, developing their capacity for observation and reflection on oral and written language, and expanding their vocabulary and linguistic knowledge. In this context, the commitment of early childhood educators is fundamental to transforming education and fostering child development.