**6. Conclusion**

Subjective well-being is an indispensable component of the individual's general well-being. It is reasonable to consider the subjective well-being of a child in a broad context and from different perspectives: first of all, by studying the available social indicators (income, poverty, infant mortality, level and quality of education, etc.) and secondly, by finding out what children themselves say of their life and life satisfaction.

The subjective well-being assessment should include the evaluation of outer objective factors determining the child's living conditions (family structure, financial wellbeing, place and conditions of living, health characteristics, education, etc.). However, it would be most vital to evaluate the child's subjective assessment of their life and establish whether these features may indeed serve as indicators of children's well-being. For this reason, the children should become the main participants of the research.

Children themselves should not be overlooked while assessing the markers of subjective well-being. The objective presence of everything required for a full-quality life may not always determine subjective well-being and the feeling of happiness.

### *Predictors of Child Well-Being or What Makes Children Happy DOI: http://dx.doi.org/10.5772/intechopen.106772*

Therefore, although necessary, addressing social issues and deficiencies will always remain a partial answer to the question of what makes children happy.

How to improve children's well-being? What can be done by parents and teachers to make children happy?

First of all, one should love and accept them unconditionally, just for their existence, without taking into account their school accomplishments and other attainments. One needs to tell them about it. Such phrases as "I love you!," "I am proud of you!," or "You are so pretty!," are necessary for every child to hear. One needs to talk to children, listen to and hear them. While making decisions that influence the children's life, it is advisable to ask for their opinion and encourage children's participation in family decision-making. Spending time with one's children makes the child happy. For example, it is possible to discuss the child's day during dinner, take walks together, or watch favorite cartoons.

At the same time, it is vital not to cross the boundary and become overbearing, not to suffocate the child with love, total attention, and control. While being preoccupied with the child's development in many spheres, it is still necessary to mind the child's health and mood. For instance, Eva's parents should finally ask her what she herself would like to do.

Parents are the best example for their children. Happy and accomplished parents bring up happy children. That is why it may be beneficial if parents are involved in events and projects organized by schools, cities, etc. where children could take part in various activities together with their families. It is in such situations that children are at happy and most proud of their parents.

It is vital to educate children, parents, and teachers socially and emotionally. The contemporary generation of children, Gen Z, has difficulty communicating and displaying emotions. It is important to teach children to understand emotions – their own and those of other people, understand why they feel particular emotions, develop positive thinking skills. The ability to create and maintain healthy relationships and constructively resolve conflicts are the pivotal life skills essential for every child.

We should also develop children's resilience, thus preparing them for real adult life. Psychological counseling is necessary for the children that find themselves in difficult life circumstances.

From the position of science, we should continue to research the factors defining child well-being in order to establish the right social politics in relation to children, family, and schools.

*Children are one of life's greatest gifts — but raising caring, happy children in this modern world can be a challenge to any parent.*

> *Tim Seldin, President of The Montessori Foundation and Chair of The International Montessori Council*

## **Acknowledgements**

The authors express their gratitude to the Professor Carmel Cefai, PhD, Director of Centre for Resilience and Socio-Emotional Health University of Malta, for inviting them to the Children's World project; the core-group of the project (https://isciweb. org/), in particular, Prof. Dr. Asher Ben-Arieh, Dr. Gwyther Rees, also project coordinators Dr. Hanita Kosher and Sagit Bruck for their support.
