Two years ago, I began leading an exciting multidisciplinary project called 123Play that works with the Faculty of Medicine and the Faculty of Arts and Social Sciences at the University of Sydney. My passion for this work is deeply personal.

During primary school, I experienced how creative practices—particularly dance—excluded children like me. The movement forms valued in my school felt disconnected from my family's culture and the diverse communities around me.

When I later taught creative dance in inner-city London primary schools, I witnessed how creative movement could unlock confidence and capabilities in disadvantaged children—but only when approached inclusively. This experience transformed my understanding of how we can use creativity to support all children, regardless of their background.

This led me to pursue a Masters in Education (Psychology) from the University of Cambridge and a PhD in Psychology from the University of London, where I investigated how creative dance during primary school impacts outcomes like self-regulation and creativity. My current research focus is on creativity and self-regulatory processes during childhood and how these processes influence childhood outcomes.

I ended up at the Matilda Centre because they were venturing into something novel for the centre – working with preschool-aged children on pretend play. It was the perfect intersection of my interests and their willingness to explore new territory in early childhood mental health prevention.

For me, it's about ensuring that every child has access to the creative experiences that support their wellbeing—the experiences I didn't always have access to myself.

The early childhood period, particularly ages 3-5, is absolutely critical because this is when the foundations for lifelong mental health are being laid. 

Children's emotional regulation skills develop rapidly during these years and are the building blocks for good mental health throughout life. Fascinatingly, the development of these skills coincides with the emergence and flourishing of pretend play. Pretend play abilities emerge around age 2-3 and reach their peak quality at age 5-6. 

This developmental window is our opportunity. Research suggests that pretend play may enhance emotional development in young children, so at ages 3-5, we're working with children at a time when they're naturally developing both their capacity for imaginative play and their emotional regulation skills. By supporting high-quality pretend play experiences, we're supporting the very foundations of mental health and wellbeing.

The key consideration is that we need to intervene early and preventatively, before difficulties emerge. By the time children reach school age, patterns are already being established. This is our chance to give all children the emotional and regulatory skills they need to thrive.

Interested in learning more about 123Play or Dr Fotini Vasilopoulos’s work? Check out the 123Play website or get in touch with Fotini via LinkedIn.