title: 'Not too calm'

authors: Lodge, Martin

abstract: At the time of his death in September 1999, music historian John Mansfield Thomson left a number of projects unfinished. One of these projects was an autobiography. In the course of my duties as executor of his literary estate, I subsequently discovered the beginnings of autobiographical writing on John's computer hard drive, and it was possible to include these fragments in the 2003 book John Mansfield Thomson: Notes towards a biography'.

text: 'Not too calm' At the time of his death in September 1999, music historian John Mansfield Thomson left a number of projects unfinished. One of these projects was an autobiography. In the course of my duties as executor of his literary estate, I subsequently discovered the beginnings of autobiographical writing on John's computer hard drive, and it was possible to include these fragments in the 2003 book John Mansfield Thomson: Notes towards a biography'.

year: 2005

title: iPad-mediated talk in young children’s learning and exploration of interests

authors: Khoo, Elaine G.L.

abstract: Emerging evidence highlights the potential of mobile and tablet technologies such as the Apple iPad in facilitating more productive learning processes and outcomes in formal contexts. Very little research has however been conducted in the New Zealand context, especially in early childhood settings. This study is aimed at understanding the nature of the talk young children (3 and a half to 5 year olds) engaged in while using the iPad for free exploration and play in small group settings with teacher guidance. Data was collected from eight observations (one hour to one and half hours long) of child-directed iPad use (video and audio recordings and photographs). Analysis of the data was based on an adaptation of Mercer's (1994) ‘talk types' framework which discriminates between cumulative, exploratory and disputational talk. Findings indicated that children used different kinds of talk to support one another's attempts to work through an app on the iPad. The iPad further afforded a unique potential as a shared, public learning device, and enabled young children's ease of sharing content and working together. Additionally, teacher-child talk was crucial in children realising the iPad's potential, reminding ground rules for working with the iPad, supporting developing literacy and numeracy ideas when working on iPad apps, and acknowledging children’s success. Teachers therefore play an important role in scaffolding young children's ability to develop talk strategies valuable to their learning and exploration with the iPad in the ECE contexts.

text: iPad-mediated talk in young children’s learning and exploration of interests Emerging evidence highlights the potential of mobile and tablet technologies such as the Apple iPad in facilitating more productive learning processes and outcomes in formal contexts. Very little research has however been conducted in the New Zealand context, especially in early childhood settings. This study is aimed at understanding the nature of the talk young children (3 and a half to 5 year olds) engaged in while using the iPad for free exploration and play in small group settings with teacher guidance. Data was collected from eight observations (one hour to one and half hours long) of child-directed iPad use (video and audio recordings and photographs). Analysis of the data was based on an adaptation of Mercer's (1994) ‘talk types' framework which discriminates between cumulative, exploratory and disputational talk. Findings indicated that children used different kinds of talk to support one another's attempts to work through an app on the iPad. The iPad further afforded a unique potential as a shared, public learning device, and enabled young children's ease of sharing content and working together. Additionally, teacher-child talk was crucial in children realising the iPad's potential, reminding ground rules for working with the iPad, supporting developing literacy and numeracy ideas when working on iPad apps, and acknowledging children’s success. Teachers therefore play an important role in scaffolding young children's ability to develop talk strategies valuable to their learning and exploration with the iPad in the ECE contexts.

year: 2016

title: Too many Māori and Asian people are drowning – can better cultural understanding reverse the trend?

authors: Wheaton, Belinda

abstract: The article discusses the high rate of drownings in New Zealand, particularly among Māori and Asian communities. It highlights the need for culturally specific water safety education to address this issue. The Asian community, in particular, includes many first-generation migrants who may lack water skills due to their upbringing and fear of water. Overprotectiveness towards children around water is also common among Asian parents. The article emphasizes the importance of providing support and learning opportunities to help Asian migrants develop water skills and feel more comfortable in outdoor activities. Additionally, it mentions the declining water skills among New Zealand children in general and the need for better resourcing of school programs and community initiatives like ActivAsian. Culturally relevant knowledge and education are deemed crucial in changing attitudes and behaviors towards water safety. The article stresses that making New Zealand's beaches and waterways safe for all residents, including migrants, requires targeted funding and a collaborative effort to prevent tragic drowning incidents.

text: Too many Māori and Asian people are drowning – can better cultural understanding reverse the trend? The article discusses the high rate of drownings in New Zealand, particularly among Māori and Asian communities. It highlights the need for culturally specific water safety education to address this issue. The Asian community, in particular, includes many first-generation migrants who may lack water skills due to their upbringing and fear of water. Overprotectiveness towards children around water is also common among Asian parents. The article emphasizes the importance of providing support and learning opportunities to help Asian migrants develop water skills and feel more comfortable in outdoor activities. Additionally, it mentions the declining water skills among New Zealand children in general and the need for better resourcing of school programs and community initiatives like ActivAsian. Culturally relevant knowledge and education are deemed crucial in changing attitudes and behaviors towards water safety. The article stresses that making New Zealand's beaches and waterways safe for all residents, including migrants, requires targeted funding and a collaborative effort to prevent tragic drowning incidents.

year: 2022-12-20