Learning Sciences Institute Australia

Promoting the provision of parental-provided play-activities in transition playgroups

Overview

This project uses a new approach to working with parents in transition playgroups by using an online tool developed by Playgroup Victoria (called Playmap) to support parents in planning and implementing play-activities in both the transition and community playgroups. In this project, parents participating in a transition playgroup will use Playmap in collaboration with a Playgroup facilitator moving gradually towards independent use of Playmap as they transition into a community playgroup.

This project specifically aims to: 1) further develop Playmap as an online resource for parents; 2) establish parents’ understandings of the role of play in young children’s learning and development via Playgroup Victoria’s Outcomes Framework and the frequency, duration and type of parental provided play-activities in the family home pre and post Playmap usage; and 3) identify the efficacy of Playmap in promoting the provision of parental provided play-activities to young children in transition playgroups as they move into community playgroups.

Funding

  • Playgroup Victoria, $14,950.50

Duration

2015-2016

Project detail

Project Aim

This project specifically aims to: 1) further develop Playmap as an online resource for parents; 2) establish parents’ understandings of the role of play in young children’s learning and development via Playgroup Victoria’s Outcomes Framework and the frequency, duration and type of parental provided play-activities in the family home pre and post Playmap usage; and 3) identify the efficacy of Playmap in promoting the provision of parental provided play-activities to young children in transition playgroups as they move into community playgroups.

Research Investigators

Research Partners

  • Playgroup Victoria

Selected Bibliography

  • Berthelsen, D., Williams, K., Abad, V., Vogel, L., Nicholson, J. (2012). The parents at playgroup research report. Engaging families in supported playgroups. Queensland University of Technology: Brisbane.
  • Dodge, D. T. & Sparling, J. (2007) Linking families to the curriculum: Sharing the power of everyday activities. Children and Families, 21(3), 16–21.
  • Hancock, K., Lawrence, D., Mitrou, F., Zarb, D., Berthelsen, D., Nicholson, J., & Zubrick, S. (2012) The association between playgroup participation, learning competence and social-emotional wellbeing for children aged 4-5 years in Australia. Australasian Journal of Early Childhood, 37(2), pp. 72-81.
  • Jackson, D. (2013). Creating a place to ‘be’: unpacking the facilitation role in three supported playgroups in Australia. European Early Childhood Education Research Journal, 21(1), 77-93.
  • McFarlane-Piazza, L., Lord, A., Smith, M., and Downey, B. (2012). The role of community-based playgroups in building relationships between pre-service teachers, families and the community. Australasian Journal of Early Childhood 37(2), 34-41.
  • Plowman, K. (2002). Strengthening children, families and communities through playgroups. Starting strong: Making the most of the first eight years: conference papers (p. 10). Melbourne: Department of Human Services.

Useful link for educators and families

Project findings

  • Publications and reports will be posted in this section as they become available.
  • McLean, K., Edwards, S., Lambert, P., Gibson, B., & Hallowell, L. (2016). Promoting the provision of parental provided play-activities in transitions playgroups. A Research Report Prepared for Playgroup Victoria. Melbourne: Australian Catholic University.
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research.doi:10.1177/1476718X15595753