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A Child's DayA Comprehensive Analysis of Change in Children's Time Use in the UK$
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Killian Mullan

Print publication date: 2020

Print ISBN-13: 9781529201697

Published to Policy Press Scholarship Online: January 2021

DOI: 10.1332/policypress/9781529201697.001.0001

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PRINTED FROM POLICY PRESS SCHOLARSHIP ONLINE (www.policypress.universitypressscholarship.com). (c) Copyright Policy Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in PPSO for personal use.date: 21 September 2021

How Children Feel About How They Spend Time

How Children Feel About How They Spend Time

Chapter:
(p.145) 6 How Children Feel About How They Spend Time
Source:
A Child's Day
Author(s):

Killian Mullan

Publisher:
Policy Press
DOI:10.1332/policypress/9781529201697.003.0006

This chapter focuses on the affective component of subjective well-being, specifically in connection with how children feel about how they spend their time. The results for children's enjoyment of time in different activities are perhaps unsurprising, showing that they generally do not enjoy time at school and time doing homework, and they enjoy very much time in screen-based activities and other leisure. Central to the basic understanding of what constitutes a good childhood is that children have the time and space to have fun and enjoy themselves. Based on these results it might well be suggested that in order to maximise child well-being they should be encouraged to spend more time in leisure activities including screen time, and to avoid or minimise time in school and doing homework. One can easily imagine children cheering this proposition on, but prior research demonstrates that there is a degree of mismatch between feelings about time use during activities and indicators of general well-being. Although children tend to find time in education-related activities unenjoyable, and they express comparatively low levels of happiness with this area of their lives, some have found these to be positively associated with overall happiness. The chapter then examines the rarely studied experience of time pressure among children.

Keywords:   subjective well-being, children, school, homework, screen-based activities, childhood, child well-being, leisure activities, education-related activities, time pressure

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