Ozcan, Sebnem BerivanSak, Ramazan2025-05-102025-05-1020251874-897X1874-898810.1007/s12187-024-10202-w2-s2.0-85210772081https://doi.org/10.1007/s12187-024-10202-whttps://hdl.handle.net/20.500.14720/11142Sak, Ramazan/0000-0002-7504-9429The purpose of this research was to examine the psychological well-being of preschool children, their parents, and teachers according to various sociodemographic variables. The sample of this quantitative survey research consisted of preschool children aged 5-6 and their parents and teachers. The Psychological Well-Being Scale for 5/6-Year-Old Children and Psychological Well-Being Scale were used as data collection tools in the study. The results showed that the psychological well-being levels of the preschool children, their parents, and preschool teachers were high. A positive significant relationship was found between the psychological well-being of the children and that of their parents; however, no significant relationship was found between that of the preschool children and their teachers. In addition, the psychological well-being of the children showed a significant difference according to the child's age, duration of attending preschool education, monthly income of the family, and education level of the parents. The psychological well-being of the parents varied significantly depending on the marital status, mother's education level, mother's age, and monthly income. The psychological well-being of the preschool teachers varied significantly according to their gender, age, education level, age group, type of school they taught in, and number of children in their class.eninfo:eu-repo/semantics/closedAccessPsychological Well-BeingPreschool ChildrenPreschool TeachersParentsArticle