Adaption and implementation of the engage programme within the early childhood curriculum

Abstract

Poor self-regulation has been associated with an array of adverse outcomes including difficulties with school transition, educational attainment, and social functioning in childhood, and employment, mental health, physical health, relationships, and criminal activity in adulthood. Enhancing Neurobehavioural Gains with the Aid of Games and Exercises (ENGAGE) is a play-based intervention fostering the development of self-regulation in pre-schoolers and has led to improvements within the home setting. The aim for this study was to ascertain whether ENGAGE can be implemented within an Early Childhood Education (ECE) group setting and whether this 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 ECEs 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 which could lead to more positive societal outcomes.