Abstract
Self-regulation is an important target in early childhood given robust evidence of broad associations with immediate and later-life outcomes, and is thus considered a foundational ability. While research demonstrates the impact the home learning environment has on children's development, there is little guidance for parents to engage in behaviours that promote children's self-regulation development. This protocol presents an intervention program sought to address this gap, enriching parent-child play through supported play groups to foster early self-regulation abilities. The intervention presented here offers a means to effectively, yet efficiently, intervene in non-formal learning contexts.
| Original language | English |
|---|---|
| Article number | 101969 |
| Journal | International Journal of Educational Research |
| Volume | 113 |
| DOIs | |
| Publication status | Published - Jan 2022 |
Bibliographical note
Funding Information:This research was funded by a Faculty Postgraduate Research Scholarship and International Postgraduate Tuition Award from the University, with contribution from the NSW Institute of Educational Research – Distinguished Student Award.
Funding Information:
Registration number ACTRN12621001705875. Not applicable. This research was funded by a Faculty Postgraduate Research Scholarship and International Postgraduate Tuition Award from the University, with contribution from the NSW Institute of Educational Research ? Distinguished Student Award. The research application was awarded approval by the Social Sciences Human Research Ethics committee housed at the interventionist's university prior to participant recruitment (approval number 2020/400). Parents will provide informed consent for their participation after review of the Parent Information Sheet (PIS), and children's verbal assent will be sought prior to data collection and workshop attendance. Participants will be informed at the start of the project, prior to written consent that they can leave the project at any stage. This will be expressed both verbally and in written form on the PIS. If children show an unwillingness to participate, they will be asked if they would like to stop. If children express that they want to stop playing, participation in that activity will cease immediately. Participation is also at the interventionist's discretion if a child shows signs of becoming overly frustrated or upset.Participants in the control group will be informed that they are on a waiting list, and invited to receive the intervention program upon completion of the evaluation to ensure equitable access and benefit for participation. All participant data and videos collected will be stored securely on CloudStor. No personal identifying information will be attached to the coding documents. It is expected that data gathered will be published in academic journals and presented at academic conferences. In all cases, no individuals will be identified. Data will be presented in an anonymised form. No videos will be used in any form of dissemination. The video recordings will be permanently deleted as soon as coding is finalised.
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