The study aims to find new strategies for teachers and policymakers, which could transform educational programmes locally and globally.
The study, co-led by University of Otago psychology researcher Prof Elaine Reese, University of Auckland Prof Justin O’Sullivan and University of Waikato Prof Vincent Reid, aims to measure the later impact of enriched oral language — in English and te reo Māori — and self-regulation programmes, in early learning settings.
Prof Reese said it was important for young children to learn self-regulation skills such as the ability to control thoughts, feelings and actions, because they were essential skills for academic achievement and future wellbeing.
"With concerns about recent dramatic declines in children’s reading and mathematics achievement, it is vital to understand how to better support children’s learning and engagement in school," she said.
Kia Tīmata Pai follows more than 1600 children, their families and teachers, and includes 19 researchers and practitioners from six countries and 11 universities, working with three community partners — BestStart Educare, Methodist Mission Southern and the the National Library of New Zealand.
The longitudinal study was established by the late Richie Poulton in 2021 as an off-shoot of the Dunedin Study, with initial funding from the Wright Family Foundation.
It was in response to concerns about recent declines in children’s literacy.
Prof Reese was "absolutely thrilled" with the Marsden funding because it would enable the researchers to follow the cohort of 1.5-year-old participants, into the early years of primary school.
"It aims to reveal connections between brain development, language learning, math abilities and emotional control.
"The funding means we can now expand the study to test the effects of the enriched programmes for children’s reading, mathematics, and self-regulation at ages 6 and 7.
"We hope to show later benefits of early enrichment for children’s academic skills and engagement."
She said the early primary school years "set the stage for the rest of children’s academic experiences and wellbeing".
"Studying children in the critical primary school years will uncover the social, cognitive, and biological basis of self-regulation and academic achievement — and ways to optimise it."
The study was one of 23 University of Otago projects which received more than $19m in Marsden grants in 2024.
