Self-regulation matters: Examining how an inclusive play-based program can enhance pre-schoolers' transitions to school

  • Pino-Pasternak, Deborah (Principal Investigator)
  • Pamphilon, Barbara (Co-investigator)
  • Simoncini, Kym (Co-investigator)
  • Perry, Nancy (CoI)
  • Mevawalla, Zinnia (CoI)

Project: Research

Project Details


This project will investigate the effectiveness of a play-based program to enhance pre-schoolers’ self-regulation (SR) in the transition to school, with a particular focus on children and families from diverse backgrounds and those experiencing risk or vulnerability. The program will be co-designed with families, Early Childhood (EC) educators, and school teachers. The program will subsequently be trialled in a small-scale pilot study involving two transition teams (EC providers and schools). Children’s SR, learning dispositions, and developmentally appropriate academic learning will be assessed following a quasi-experimental pre-/post-test design. Findings will inform the development of a larger scale study that will scale-out the program more widely in the ACT and/or into other jurisdictions.
Effective start/end date1/01/2131/12/23