Toddler and child well-being, traditionally understood as a subjective state of individual satisfaction linked to external stimuli and biological responses, is being reevaluated from a relational perspective. This approach, supported by authors such as Stern, Hobson, and Trevarthen, argues that well-being is not a goal but an indicator of the success of the child’s interpersonal encounters. Far from being limited to the pursuit of pleasure or safety, child development is conceived as an active process of self-construction through interaction, seeking interpersonal connections. This perspective does not deny the role of biological or contextual factors but integrates them into a broader framework focused on relationships. Instead of merely seeking emotional regulation, the child integrates experiences of well-being and discomfort as opportunities to deepen relationships. Interpersonal encounters enable the child to organize their internal and external life, fostering sustained emotional and cognitive growth. This paradigm redefines both development and education, emphasizing the need to create environments that foster meaningful interpersonal encounters, where well-being emerges as a natural result of relational quality rather than a goal in itself.