An Early Start to Self-Regulation: A Longitudinal Study
A major area of collective research for our group involves the longitudinal follow-up of 300+ children from their final year of preschool into the early years of primary school. This will help generate understandings of how early self-regulation (and related abilities) develop, ideal ways to understand a child’s self-regulatory development, and the outcomes associated with a child’s self-regulation development.
Monitoring to Optimise Development and Early Learning (MODEL)
Drawing from the expertise of a number of theme members, the Early Years MODEL seeks to develop, validate and disseminate tools to support early years practice, including monitoring children’s learning, development and wellbeing. The research and development priorities for the Early Years MODEL are the creation of valid and reliable tools for monitoring and intentional developmental assessment of children from 3 to 6 years of age in the foundational domains of (1) self-regulation, (2) language & communication, (3) social & emotional development, (4) numeracy & early STEM, and (5) physical development (initially fine motor skills). The tools are being developed in close consultation with educators and are designed to be playful, brief, valid and reliable in educators’ hands, and provide actionable information about children’s development, while at the same time being freely and easily available.