Getting ready for Kindy – Action Research

In the Daintree Rainforest at Mary Bailey House, we aim to create a community of learners where our children are supported to individually and collectively embrace learning opportunities that prepare them for life after Mary Bailey House. In group activities, they support each other’s learning by being cooperative and working productively together while individual activities are designed to motivate children to strive to do their best. By providing our preschoolers with opportunities to build these skills, we not only support them in their transition to school but also assist them to be successful as they move through their formal school years.

Our recent observations suggest that disruptions created by the COVID-19 pandemic and other societal changes have created challenges for our children in their ability to practise important learning and life skills described by clinical psychologist Judith Locke (2021) as the 5Rs: Resilience, Responsibility, Resourcefulness, Respect and Self-Regulation.

To determine the nature of these challenges and the best strategies to respond to them, we have embarked on an action research project with a focus on self-regulation, the attribute our children seem to struggle most with.

Our Research Question: What strategies are most effective in building self regulation in 3-5 year olds?

Methodology

Using a range of methodologies including time and event sampling, we have gathered data on how our children are responding to expectations when in small or larger group settings. This is an ongoing process, but early data is indicating that there is a decrease in the amount of time that children can stay focused on the group activity with an increase in behaviours such as calling out, physically interacting with peers and removing themselves from the activity.

The actions

In response to this data, we are using a range of practices to help children self-regulate their behaviour. Before asking children to engage in a group activity, we provide them with very clear instructions about what is expected of them in terms of their behaviour, the reasons for the expectations, the learning goals of the activity and what the consequences will be if they are unable to meet these expectations. Incidental strategies such as tight ropes to slow children down, individual mats to recognise the need for personal space, non-verbal signalling and ongoing recognition of appropriate behaviour are also used to reinforce our expectations and develop predictable routines.

Parent support

Close partnerships with parents have always been an important component of our philosophy and success at Mary Bailey House. When the strategies we use to encourage positive behaviours are also reinforced by parents, children are much more likely to be consistent in exhibiting these positive behaviours. Below is an example of a practice parents can use to reinforce and support self regulation and our action research.

Predictable routines

Whilst we love that children are excited to arrive at Mary Bailey House in the morning, rather than running in and disrupting the momentum of others at play, we encourage them to practise a calmer, more intentional entry to set the tone for the day. Parents can help us maintain this practice by running through the morning routine expectations with their child while in the car by reminding them to follow these steps:

Walk into the centre
Put their belongings away
Individually greet staff
Make a choice of whether to go straight to play or to the ‘good-bye fence’ to say ‘good-bye’ to you.

This quick reminder each day in the car should help reinforce our morning routine protocols, building important skills in self-regulation and setting children up for a successful day.

We look forward to sharing more of our strategies with you as we progress through our action research and work together to help the children build the skills they need to be successful in their transition to kindy.

Kathryn Graham and Danielle Lomas
Mary Bailey House