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Improving children’s early school outcomes, health and wellbeing using a child participatory methodology
It started when Year 5 and 6 students at a school in South Western Sydney became aware that pre-schoolers were not starting school with the pre-academic skills they needed. The older children led the design of a school transition program, including educational resource packages and a playgroup program.
They developed packages targeting pre-schoolers’ foundational learning skills and enhancing parent-child interactions through play-based activities. These young ‘problem solvers’ were supported by a team of TeEACH researchers led by Dr Cathy Kaplun for over five years.
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TeEACH’s involvement has been instrumental in demonstrating the impact that children can have as active changemakers. Dr Kaplun’s research has informed a holistic approach to program expansion including access to a speech therapist, occupational therapist and a trauma psychologist within the program.
“Not all children have the same experiences and opportunities to learn. This school empowered older students to help pre-schoolers on their learning journey. It is wonderful to be part of such a worthwhile and innovative project,” Dr Kaplun Research Fellow
The project has subsequently generated international interest. The same participatory approach is being develop for a project in South Africa, where older children are designing resources for pre-schoolers from refugee communities.
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- Connectedness & Belonging
- Volunteer Family Connect Program of Research
- Futuro Infantil Hoy
- The Children as Health Ambassadors study
- Greenscapes: How does your garden grow?
- Transforming silos to linked up services
- Upholding Cultural Connection for Children in Out-of-Home Care
- The ReSPECT Project: Reconceptualising services from the perspectives of experienced children and teens
- Improving children’s early school outcomes, health and wellbeing using a child participatory methodology
- The Acknowledgement Project: Embedding Indigenous knowledges in early childhood education and care
- Subjective wellbeing in the early childhood years
- Listening carefully: Engaging families in early childhood education in the context of disadvantage
- “And it's Not History. It's Now”: Embedding a Trauma Framework into the Practice of Welfare Practitioners who Work with Aboriginal Families in the NSW Child Protection Sector
- Sharing parenting stories and love
- Teaching About the Stolen Generations in NSW Schools: A Comparative Study of the Role and Impacts of In-person Storytelling on Members of the Stolen Generations, Students and Teachers
- THRIVE: Finishing School Well
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