SPROUTS - Study of Preschooler's Self-Regulation and Outcomes, Undertaking Transition to School

is a study of young children’s developing self-regulation, over 3 years as they transition from preschool to primary school.

By engaging 500 NSW families, we will learn more about how young children’s self-regulation develops, what influences this development, and what outcomes are related to their growing self-regulation.

This study is being run by researchers at Early Start, University of Wollongong, and is funded by the Australian Research Council’s Future Fellowship scheme.

Our Objectives

To understand the factors that influence children’s self-regulation development, and what this growth means for children’s outcomes.
To provide evidence in response to public discussions about matters concerning children’s self-regulation, such as children’s ‘digital diets’ and big behaviours in school.
To provide insights to families, educators and policymakers about what matters most for children’s self-regulation development.

Primary Research Questions

What factors influence children’s immediate self-regulation and its growth?
What are the trajectories of self-regulation growth as children transition to school?
What outcomes are associated with this growth?
How does self-regulation fluctuate across the day, and what influences these fluctuations?
What circumstances explain cases that do not conform to typical trajectories/outcomes?
How does self-regulation fit in to issues of public interest (e.g., children’s digital activities)? In what ways?

Leadership Group

Prof Steven Howard is one of Australia’s leading researchers of young children’s self-regulation. As a member of Early Start, University of Wollongong, he has conducted influential research on development, predictors, outcomes, and ways to assess and support early self-regulation. He has authored four children’s books related to early self-regulation, and developed the Early Start to Self-Regulation program that is the basis for similar programs and approaches in the UK, Italy, Japan and Greece.

Prof Steven Howard

Prof Kate Williams is a developmental scientist, intervention designer, evaluator, and leader, working at the intersection of health and education to address inequities that often arise from early childhood. She is recognised as an international expert on social-emotional, self-regulation, executive function, cognitive, and sleep development. Kate is also a Registered Music Therapist and her evidence-based intervention, Rhythm & Movement for Self-Regulation (RAMSR) is in wide use internationally. Kate is based at the University of the Sunshine Coast.

Prof Kate Willams

Prof Cathrine Neilsen-Hewett is Academic Director of the Early Years at University of Wollongong. Her research focuses on enhancing access to and quality of early childhood education and health services. She has pioneered in-service professional development interventions for ECEC educators that have been the focus of multiple successful evaluations, showing impact at both the centre and child level.

Prof Cathrine Neilsen-Hewett

Prof Edward Melhuish is a founder and co-creator of the Early Years Toolbox. His research has contributed to social policy in the UK in the area of families, young children, early education and social disadvantage. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences.

Prof Edward Melhuish

Dr Elena Vasseleu is a Lecturer in the School of Education, University of Wollongong, whose research focuses on the development of children’s self-regulation and executive functioning, and the critical role of early childhood educators in facilitating this development. Within this context, her research seeks to contribute to understanding relational and environmental influences on early self-regulation development.

Dr Elena Vasseleu

Ms Natalie Day's research focuses on play–from parent-child play to intergenerational play to digital play–for self-regulation development. She developed a parent program for children’s self-regulation, called Partners in Play (PiP), which was the focus of her PhD research. She is based at Early Start, University of Wollongong.

Ms Natalie Day

Dr Sumudu Mallawaarachi is a Research Fellow with the Centre of Excellence for the Digital Child, where she examines associations between children’s digital technology use, engagement, design of digital environments and child developmental outcomes (with a particular focus on self-regulation). Her vision is for children to be able to engage with digital technology in such a way that it complements their wellbeing and development, minimising the potential risks.

Dr Sumudu Mallawaarachi

Ms Lauren Mushahwar is a PhD (Clinical Psychology) student at University of Wollongong. Lauren has a great passion for working with children and families. She aims to create an engaging and supportive environment for children to grow and reach their highest potential. Lauren has extensive experience with children and families through her previous role as a disability support worker. Working over 4 years in the field, Lauren has acquired great knowledge surrounding children with intellectual, behavioural and physical disabilities.

Ms Lauren Mushahwar

Findings & Resources

Seminar 1

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