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The study forms part of the International Survey of Children’s Well-Being (Phase 1: Deep Pilot) and follows a cross-sectional survey design. Descriptive statistics were used to present the findings across the different domains of well-being. A cross-sectional survey design was employed with the use of stratified random sampling to select a sample of 1004 twelve year old children attending primary schools within the Western Cape Metropole. The aim of the study was to determine the subjective wellbeing of children in the Western Cape region of South Africa. More specifically, current trends in international literature point to the critical importance of subjective perceptions of well-being in developing measuring and monitoring initiatives. Subsequently, knowledge and information on the well-being of children have become important pursuits.

Not only has the rights and needs of children been entrenched in the development strategies of the government, but children themselves have been guaranteed socio-economic rights and protection from abuse, exploitation, and neglect. In the current socio-political framework in South Africa children have been afforded the highest priority within government, affirming their legal status of right holders. It is expected that there will be an appreciable improvement in knowledge production in respect of the influence of poverty on the African child when the issues explored in this article are addressed. In particular, this article explores some definitional issues in the measurement of poverty and the presence or otherwise of Western biases in the conceptualisation and measurement of relevant outcomes in childhood.

It is against this background that this article provides a critical review of the existing literature. It is argued that when poverty is defined by biased attitudes and measures, children are improperly classified and judged and interventions are designed with the wrong goals in mind. Similarly, the outcome variables (such as cognitive ability, academic performance, personality, and behavioural patterns) have also been measured as if Western childhood developmental trajectories and ideals are universal.

Poverty has usually been conceptualised and measured in absolute terms, using a national and an international poverty line. The issue of the influence of poverty on early childhood development has received considerable research attention.

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