title: Emotion regulation in dyadic pretend play: Preschoolers' responses to positively and negatively valenced scenarios

authors: Galyer, Karma T.

abstract: The diverse set of skills that facilitate emotion regulation are crucial for adaptive developmental outcomes. The foundations for these skills are consolidated in social interactions during pre-school years. Dyadic pretend play is a social interaction that is posited to provide valuable opportunities for emotion regulation in this age group. However, our understanding of dyadic pretend play has not progressed to the point where this activity can be reliably structured to create a zone of proximal development for emotion regulation skills. 
In Study 1, a repeated-measures experiment was conducted to observe individual differences in emotion regulation during positively and negatively valenced dyadic pretend play. Thirty children between four and five years of age participated in two unstructured and two structured pretend play sessions. The structured sessions included a "pretend creature in a box" scenario where interaction with a pretend monster (negatively valenced condition), or kitten (positively valenced condition) was required in order for the pretend game to continue. It was expected that individual differences in the children's regulation of negative emotion tone and intensity would be observed in their response to the pretend monster. However, there were no significant differences in children's emotion tone and intensity, approach to the creature, and ability to continue the pretend play across the positively and negatively valenced conditions. Instead, individual differences were observed in the children's continuation of pretend play when information was gained about the pretend/reality status of the creature. The "pretend creature in a box" scenario was hypothesised to challenge children's regulation of anticipatory arousal elicited by uncertainty about the pretend/reality status of the creature. 
Study 2 examined this hypothesis in an experiment that explored emotion regulation across positively and negatively valenced pretend play, and conditions of high, low, and no uncertainty. Sixty children aged between four and five years participated in a structured pretend play game, which included an adaptation of the "pretend creature in a box" scenario. Anticipatory arousal elicited by uncertainty was manipulated by providing visual, verbal, and no information about the pretend/reality status of the creature. It was expected that individual differences in regulation of anticipatory arousal elicited by uncertainty would be observed in children's efforts to gain information about the pretend/reality status of the creature. Under conditions of uncertainty, a significantly greater proportion of children discontinued the pretend game by approaching the box and checking the pretend/reality status of the creature. Consistent with the results from Study 1, the intended emotional valence of the condition was not influential. 
Overall, this research programme highlights the challenges that occur in structuring dyadic pretend play to create a zone of proximal development for emotion regulation. Study 1 and Study 2 linked emotion regulation in pretend play with children's experience of anticipatory arousal elicited by uncertainty, and information seeking as an emotion regulation strategy. Study 2 demonstrated that pretend play has the potential to be utilised in the development of a set of skills that regulate the anticipatory arousal elicited by uncertainty. Variation in the particular strategies that a more experienced play partner might use to create and direct the experience of emotion and emotion regulation is a useful starting point for future research in this area.

text: Emotion regulation in dyadic pretend play: Preschoolers' responses to positively and negatively valenced scenarios The diverse set of skills that facilitate emotion regulation are crucial for adaptive developmental outcomes. The foundations for these skills are consolidated in social interactions during pre-school years. Dyadic pretend play is a social interaction that is posited to provide valuable opportunities for emotion regulation in this age group. However, our understanding of dyadic pretend play has not progressed to the point where this activity can be reliably structured to create a zone of proximal development for emotion regulation skills. 
In Study 1, a repeated-measures experiment was conducted to observe individual differences in emotion regulation during positively and negatively valenced dyadic pretend play. Thirty children between four and five years of age participated in two unstructured and two structured pretend play sessions. The structured sessions included a "pretend creature in a box" scenario where interaction with a pretend monster (negatively valenced condition), or kitten (positively valenced condition) was required in order for the pretend game to continue. It was expected that individual differences in the children's regulation of negative emotion tone and intensity would be observed in their response to the pretend monster. However, there were no significant differences in children's emotion tone and intensity, approach to the creature, and ability to continue the pretend play across the positively and negatively valenced conditions. Instead, individual differences were observed in the children's continuation of pretend play when information was gained about the pretend/reality status of the creature. The "pretend creature in a box" scenario was hypothesised to challenge children's regulation of anticipatory arousal elicited by uncertainty about the pretend/reality status of the creature. 
Study 2 examined this hypothesis in an experiment that explored emotion regulation across positively and negatively valenced pretend play, and conditions of high, low, and no uncertainty. Sixty children aged between four and five years participated in a structured pretend play game, which included an adaptation of the "pretend creature in a box" scenario. Anticipatory arousal elicited by uncertainty was manipulated by providing visual, verbal, and no information about the pretend/reality status of the creature. It was expected that individual differences in regulation of anticipatory arousal elicited by uncertainty would be observed in children's efforts to gain information about the pretend/reality status of the creature. Under conditions of uncertainty, a significantly greater proportion of children discontinued the pretend game by approaching the box and checking the pretend/reality status of the creature. Consistent with the results from Study 1, the intended emotional valence of the condition was not influential. 
Overall, this research programme highlights the challenges that occur in structuring dyadic pretend play to create a zone of proximal development for emotion regulation. Study 1 and Study 2 linked emotion regulation in pretend play with children's experience of anticipatory arousal elicited by uncertainty, and information seeking as an emotion regulation strategy. Study 2 demonstrated that pretend play has the potential to be utilised in the development of a set of skills that regulate the anticipatory arousal elicited by uncertainty. Variation in the particular strategies that a more experienced play partner might use to create and direct the experience of emotion and emotion regulation is a useful starting point for future research in this area.

year: 2003

title: Faikava Navigation: Space for critical discussions about identity in diaspora

authors: Hernandez, Daniel

subjects: Tongan

abstract: This presentation explores a broad sense of diaspora drawing from both Mayan and Tongan concepts of time and space to explore these experiences. Additionally, Lucky Dube's song, The Other Side, is used as a framework for analyzing some comments from ethnographic data of Tongan and Moana (Oceanic) people commenting on struggles for identity. Kava circles serve as significant sites of making and keeping connections to homeland as well as creating spaces of interdependent support to face economic challenges in new homelands.

text: Faikava Navigation: Space for critical discussions about identity in diaspora This presentation explores a broad sense of diaspora drawing from both Mayan and Tongan concepts of time and space to explore these experiences. Additionally, Lucky Dube's song, The Other Side, is used as a framework for analyzing some comments from ethnographic data of Tongan and Moana (Oceanic) people commenting on struggles for identity. Kava circles serve as significant sites of making and keeping connections to homeland as well as creating spaces of interdependent support to face economic challenges in new homelands.

year: 2017

title: Te kū o te kupu

authors: Raerino, Heddell Robert

subjects: Māori language

abstract: Ko tēnei tuhingaroa, he rangahau hai wherawhera ake i te āhuatanga o te reo Māori, e kiia ana ko tōna oro, me te kū o ngā kupu kōrero o taua reo. Ko te aronga whakaaro o tēnei rangahau, he rapu i tētahi āhuatanga kāore anō kia tirotirohia, kia tuhia rānei mō te reo Māori. Ehara tēnei rangahau i te kaupapa, i te mahi hou. Otirā, kai te whai te kaituhi i ngā rangahau kua oti kē i wētahi tohunga te wānanga mō wētahi atu reo. Ko tā te kaituhi he whai i ngā tauira a te hunga wetewete reo nei, ka uwhi ai ki runga i te reo Māori hai āwhina i ngā tātaritanga ā te kaituhi mō tōna ake reo, arā, te reo Māori.

Kai te upoko tuatahi ka whaia ngā rerenga whakaaro i pūpū ake ai te taitara 'te kū o te kupu' mō tēnei mahi rangahau. Inā ka tirohia i ahu ngā oro o te reo mai i whea e ai ki tā te Māori wānanga. Mai i ngā oro ka puta ko ngā ku o ngā kupu me ngā kupu o ngā rārangi kōrero.

Hai te upoko tuarua ka tirohia ngā kōrero kua tuhia e ngā tohunga wetewete reo e pā ana ki te kaupapa o tēnei tuhingaroa, arā, te kū o te kupu. Ko ngā tirohanga mō te reo ake, arā, i ahu mai i whea, he aha ōna momo whakaata me tōna pakaritanga ka tirohia i roto i te upoko tuatoru.

Mai i ngā momo whakaata o te reo i roto i ngā momo waiata, ka āta tahuri te kaituhi ki te whakawhānui haere i tana wetewete me tāna tūhononga i ngā rerenga me ngā pekanga o te ku o te kupu.

Kai te upoko tuarima ka tirohia ngā whāinga me ngā aronga ā wētahi kaitito
waiata Māori me wētahi kaikōrero i te reo Māori, mō ō rātau māramatanga ki ngā kū me ngā oro o te reo Māori.

Kai te upoko tuaono e whāriki ana wētahi tauira kōrero Māori, hai whakaata i ngā momo orōmāhara, oro ohorere, ororite, kupu whakahuarua me wērā atu tauira whakaahua i ngā kū o te kupu me ngā oro o te reo Māori.

Ko ngā hua o tēnei rangahau, o tēnei tuhingaroa ka kitea i roto i te upoko
tuawhitu. Kōinei te whakakopinga o tēnei mahi.

text: Te kū o te kupu Ko tēnei tuhingaroa, he rangahau hai wherawhera ake i te āhuatanga o te reo Māori, e kiia ana ko tōna oro, me te kū o ngā kupu kōrero o taua reo. Ko te aronga whakaaro o tēnei rangahau, he rapu i tētahi āhuatanga kāore anō kia tirotirohia, kia tuhia rānei mō te reo Māori. Ehara tēnei rangahau i te kaupapa, i te mahi hou. Otirā, kai te whai te kaituhi i ngā rangahau kua oti kē i wētahi tohunga te wānanga mō wētahi atu reo. Ko tā te kaituhi he whai i ngā tauira a te hunga wetewete reo nei, ka uwhi ai ki runga i te reo Māori hai āwhina i ngā tātaritanga ā te kaituhi mō tōna ake reo, arā, te reo Māori.

Kai te upoko tuatahi ka whaia ngā rerenga whakaaro i pūpū ake ai te taitara 'te kū o te kupu' mō tēnei mahi rangahau. Inā ka tirohia i ahu ngā oro o te reo mai i whea e ai ki tā te Māori wānanga. Mai i ngā oro ka puta ko ngā ku o ngā kupu me ngā kupu o ngā rārangi kōrero.

Hai te upoko tuarua ka tirohia ngā kōrero kua tuhia e ngā tohunga wetewete reo e pā ana ki te kaupapa o tēnei tuhingaroa, arā, te kū o te kupu. Ko ngā tirohanga mō te reo ake, arā, i ahu mai i whea, he aha ōna momo whakaata me tōna pakaritanga ka tirohia i roto i te upoko tuatoru.

Mai i ngā momo whakaata o te reo i roto i ngā momo waiata, ka āta tahuri te kaituhi ki te whakawhānui haere i tana wetewete me tāna tūhononga i ngā rerenga me ngā pekanga o te ku o te kupu.

Kai te upoko tuarima ka tirohia ngā whāinga me ngā aronga ā wētahi kaitito
waiata Māori me wētahi kaikōrero i te reo Māori, mō ō rātau māramatanga ki ngā kū me ngā oro o te reo Māori.

Kai te upoko tuaono e whāriki ana wētahi tauira kōrero Māori, hai whakaata i ngā momo orōmāhara, oro ohorere, ororite, kupu whakahuarua me wērā atu tauira whakaahua i ngā kū o te kupu me ngā oro o te reo Māori.

Ko ngā hua o tēnei rangahau, o tēnei tuhingaroa ka kitea i roto i te upoko
tuawhitu. Kōinei te whakakopinga o tēnei mahi.

year: 2000