Creating Environments that Promote Learning and Wellbeing in the Early Years
About
This program of research aims at working with families, early childhood settings, schools, and community organisations in identifying environmental characteristics and relational dynamics that support young children in developing self-awareness and self-management strategies to promote healthy development and positive dispositions for learning (i.e. self-regulation). Learning is understood holistically as meaningful encounters with non-human and human others that promote children’s biological, emotional, social, and cognitive development. This work in the early years is critical as these dispositions have been identified as core skills that promote positive engagement with our communities in young and adult life. This research aims at making a difference to the lives of educators, families, and their young children, particularly those who experience significant stressors in their lives.
Current Projects
Calm and Alert – Ready to Learn
This project investigates the effectiveness of a play-based program to enhance preschoolers’ self-regulation (SR) in the transition to preschool, with a focus on children and families from diverse backgrounds and those experiencing risk or vulnerability.
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Writing for all: studying the development of handwriting and keyboarding skills in the Early Years
This project investigates Year 2 students’ abilities, engagement and self-efficacy to write by hand and by keyboard, and also explores teaching practices which promote effective writing development.
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Completed Projects
For further information on the Creating Learning Environments that Promote Learning and Wellbeing in the Early Years program of research, please contact Assoc Prof Deborah Pino-Pasternak.