title: Child past and future thinking: What children remember and imagine, and the role of parental mind-mindedness and elaboration

authors: Cuttance-Dunne, Demi

subjects: episodic memory

abstract: Thinking about memories and possible future events allows us to prepare for the future. Whilst we are beginning to understand how past and future thinking develops in early childhood, little is known about these processes in middle childhood and how parental factors, like mind-mindedness and elaborations, influence them. This study examined the content of past and future thoughts in 11- to 13-year-olds and the role of these parental factors. We collected data from 21 parent-child dyads in three different phases: a) parents completed an online survey involving a measure of mind-mindedness; b) parents and children completed a joint Zoom session measuring parental elaborations; c) children completed an independent Zoom session measuring past and future thoughts. Children generated more relevant details for past thoughts than future thoughts, while the amount of off-topic details was similar between past and future thoughts. This pattern indicates that children are proficient at retrieving relevant information, but they are more proficient at this retrieval when thinking about memories than imagining the future. Children subjectively rated past and future thoughts as similarly important and vivid but reported thinking more frequently about future thoughts than past thoughts. This pattern illustrates that, for children, memories and future events are equally important and visualised equally. However, children imagine the future more often than they reminisce about the past. These findings enhance our understanding of the functioning of past and future thinking in middle childhood. No relationship was found between parents’ understanding of their children, parents’ elaborations, and children’s past and future thoughts. We replicated and extended previous findings with a novel age group, thereby contributing to a lifespan overview of past and future thinking. Our research has practical implications for parents, teachers, and clinicians. A longitudinal design in future research would further assist in understanding past and future thinking across childhood.

text: Child past and future thinking: What children remember and imagine, and the role of parental mind-mindedness and elaboration Thinking about memories and possible future events allows us to prepare for the future. Whilst we are beginning to understand how past and future thinking develops in early childhood, little is known about these processes in middle childhood and how parental factors, like mind-mindedness and elaborations, influence them. This study examined the content of past and future thoughts in 11- to 13-year-olds and the role of these parental factors. We collected data from 21 parent-child dyads in three different phases: a) parents completed an online survey involving a measure of mind-mindedness; b) parents and children completed a joint Zoom session measuring parental elaborations; c) children completed an independent Zoom session measuring past and future thoughts. Children generated more relevant details for past thoughts than future thoughts, while the amount of off-topic details was similar between past and future thoughts. This pattern indicates that children are proficient at retrieving relevant information, but they are more proficient at this retrieval when thinking about memories than imagining the future. Children subjectively rated past and future thoughts as similarly important and vivid but reported thinking more frequently about future thoughts than past thoughts. This pattern illustrates that, for children, memories and future events are equally important and visualised equally. However, children imagine the future more often than they reminisce about the past. These findings enhance our understanding of the functioning of past and future thinking in middle childhood. No relationship was found between parents’ understanding of their children, parents’ elaborations, and children’s past and future thoughts. We replicated and extended previous findings with a novel age group, thereby contributing to a lifespan overview of past and future thinking. Our research has practical implications for parents, teachers, and clinicians. A longitudinal design in future research would further assist in understanding past and future thinking across childhood.

year: 2024

title: New Zealand coastal system boundaries, connections and management

authors: Hart, Deirdre E.

subjects: beach connectivity

abstract: Understanding coastal boundaries, connections and drivers of landscape change is integral to effective coastal planning and management. This concept is explored here through case studies representing two very different New Zealand systems: embayed sand beaches in eastern and western open-coast settings; and mixed sand and gravel coast river-mouth lagoons. When framed within a resource and environmental management context these studies indicate that national recognition of the dynamic and interactive nature of coastal environments is a relatively new and amorphous phenomenon in New Zealand and, as such, has been ineffective in driving integrated regional management practices and sustainable coastal outcomes.

text: New Zealand coastal system boundaries, connections and management Understanding coastal boundaries, connections and drivers of landscape change is integral to effective coastal planning and management. This concept is explored here through case studies representing two very different New Zealand systems: embayed sand beaches in eastern and western open-coast settings; and mixed sand and gravel coast river-mouth lagoons. When framed within a resource and environmental management context these studies indicate that national recognition of the dynamic and interactive nature of coastal environments is a relatively new and amorphous phenomenon in New Zealand and, as such, has been ineffective in driving integrated regional management practices and sustainable coastal outcomes.

year: 2008

title: Editorial: Culturally responsive research and pedagogy

authors: Kostogriz, Alex

abstract: This special and extra issue of English Teaching: Practice and Critique had its origins in an international symposium held in the Faculty of Education at the University of Waikato in November, 2010. The Faculty had already established a tradition of hosting conferences on the theme of language, education and diversity, which had been organised in 2003 and 2007 with input from the Departments of Arts and Language Education, Applied Linguistics and representatives from tainui iwi, and in recognition of the University of Waikato’s strengths in respect of bicultural and multicultural education. In 2010, the thematic focus shifted from a specific focus on language to a broader.

text: Editorial: Culturally responsive research and pedagogy This special and extra issue of English Teaching: Practice and Critique had its origins in an international symposium held in the Faculty of Education at the University of Waikato in November, 2010. The Faculty had already established a tradition of hosting conferences on the theme of language, education and diversity, which had been organised in 2003 and 2007 with input from the Departments of Arts and Language Education, Applied Linguistics and representatives from tainui iwi, and in recognition of the University of Waikato’s strengths in respect of bicultural and multicultural education. In 2010, the thematic focus shifted from a specific focus on language to a broader.

year: 2011