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: Migration, household composition and child welfare in rural Northeast Thailand

authors: Cameron, Michael Patrick

subjects: migration

abstract: In many developing countries, the composition of rural households is influenced by the migration of adult household members to urban locations in search of employment. Children may be left in the care of their mother alone, or in the care of grandparents when both parents have migrated. Using representative data from a household survey conducted in rural Northeast Thailand in 2003, this paper investigates whether household composition has any effect on the welfare of children, as measured by anthropometric measurements including height-for-age, weight-for-age, and weight-for-height. Our findings suggest that household types other than nuclear families result in some significantly worse child nutritional outcomes. The implication is that governments should protect the welfare of the children of migrants, either through targeted programs or through increased opportunities for employment in rural areas.

text: Migration, household composition and child welfare in rural Northeast Thailand In many developing countries, the composition of rural households is influenced by the migration of adult household members to urban locations in search of employment. Children may be left in the care of their mother alone, or in the care of grandparents when both parents have migrated. Using representative data from a household survey conducted in rural Northeast Thailand in 2003, this paper investigates whether household composition has any effect on the welfare of children, as measured by anthropometric measurements including height-for-age, weight-for-age, and weight-for-height. Our findings suggest that household types other than nuclear families result in some significantly worse child nutritional outcomes. The implication is that governments should protect the welfare of the children of migrants, either through targeted programs or through increased opportunities for employment in rural areas.

year: 2005-11

title: Māori child rearing and infant sleep practices

authors: Jones, Horiana Majorie

abstract: Sleep is important to a healthy lifestyle for parents and children, and having effective ways of putting a child to sleep contributes significantly to mental and physical wellbeing. Cultural groups around the world have developed a variety of approaches to this task, for example, rocking, co-sleeping, bed-sharing, breastfeeding to sleep, and encouraging infants to self soothe through various methods of infant sleep training. In New Zealand the continuation of traditional Māori approaches to infant sleep, e.g. co-sleeping, bed-sharing, responsivity to infant cues have been over-shadowed by its negative association with sudden infant death syndrome (SIDS) and dependence on parent interaction when initiating infant sleep. In this study, we were interested in the approaches Māori parents used to put their pēpi (child, 2 months-2 years of age) to sleep and the various factors that have influenced these approaches. Data were collected through online surveys (n =58) and face-to-face interviews (n =10) with Māori parents. Survey results indicated that being held and breast or bottle fed to sleep were the most practiced techniques by Māori parents. Parent assisted approaches, e.g., rocking, feeding, lying with baby until they go to sleep, were the most practiced. Many parents planned for their babies to sleep separately but very few actually persisted with self-soothing approaches due to a number of factors, such as discomfort with listening to their babies cry, culture, whānau (extended families) influences safety, and convenience. The majority of participants expressed a desire for separate sleep; however, few within the interview group actually successfully practiced separate sleep regularly.

text: Māori child rearing and infant sleep practices Sleep is important to a healthy lifestyle for parents and children, and having effective ways of putting a child to sleep contributes significantly to mental and physical wellbeing. Cultural groups around the world have developed a variety of approaches to this task, for example, rocking, co-sleeping, bed-sharing, breastfeeding to sleep, and encouraging infants to self soothe through various methods of infant sleep training. In New Zealand the continuation of traditional Māori approaches to infant sleep, e.g. co-sleeping, bed-sharing, responsivity to infant cues have been over-shadowed by its negative association with sudden infant death syndrome (SIDS) and dependence on parent interaction when initiating infant sleep. In this study, we were interested in the approaches Māori parents used to put their pēpi (child, 2 months-2 years of age) to sleep and the various factors that have influenced these approaches. Data were collected through online surveys (n =58) and face-to-face interviews (n =10) with Māori parents. Survey results indicated that being held and breast or bottle fed to sleep were the most practiced techniques by Māori parents. Parent assisted approaches, e.g., rocking, feeding, lying with baby until they go to sleep, were the most practiced. Many parents planned for their babies to sleep separately but very few actually persisted with self-soothing approaches due to a number of factors, such as discomfort with listening to their babies cry, culture, whānau (extended families) influences safety, and convenience. The majority of participants expressed a desire for separate sleep; however, few within the interview group actually successfully practiced separate sleep regularly.

year: 2017