Adaption and Implementation of the Engage Programme: Teaching Self Regulation Through Play, Within the Early Childhood Curriculum.

Abstract Self-regulation is essential for successful human functioning across the lifespan. Difficulties in self-regulation early in life have been associated with a wide array of adverse outcomes including difficulties with school transition, educational attainment, and social functioning in childhood, as well as employment, mental health, physical health, relationships, and criminal activity in adulthood. ENGAGE (Enhancing Neurobehavioural Gains with the Aid of Games and Exercise) is a play-based intervention fostering the development of self-regulation in pre-schoolers and has led to improvements when used within the home setting. Given that most children attend some form of early childhood education setting, this is an ideal environment in which to teach self-regulation. The aim for this study was to ascertain whether ENGAGE can be implemented within an ECE group setting and whether this also leads to improved self-regulation. This trial has been registered with the Australian New Zealand Clinical Trials Registry (ANZCTR); trial number ACTRN12622000364774; trial web address: https://www.anzctr.org.au/ACTRN12622000364774.aspx. 668 children aged 3-5 years and their teachers, across 28 Early Childhood Education Centres (ECE) participated. Children’s self-regulation skills were assessed via scores on the Hyperactivity, Aggression, and Attention Problems subscales of BASC-2. Results indicted no significant changes in self-regulation skills across a 10-week waitlist period. Following 10 weeks of the ENGAGE programme, significant improvements in self-regulation were reported, and these were maintained at 2- and 6-month follow-up. These findings indicate that ENGAGE translates well into the ECE setting and has the potential to have population-based impacts on self-regulation abilities which could lead to more positive societal outcomes.