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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...17 Hits 1 – 20 of 324 1 Ko Te Reo i Te Rarawa pēhea rainī te tūāhua reo o ngā mātua tūpuna i Pukepoto McGrath, Daniel. - : The University of Waikato, 2022 BASE Show details 2 Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom Sharma , Shweta. - : The University of Waikato, 2022 BASE Show details 3 Linguistic landscaping and the Pacific Region : colonization, indigenous identities, and critical discourse theory Johnson, Diane Elizabeth. - London : Lexington Books, 2021 BLLDB UB Frankfurt Linguistik Show details 4 The Value and Use of the Telugu Language in Young Adults of Telugu-Speaking Backgrounds in New Zealand Kasarla, Lahari. - : Auckland University of Technology, 2021 BASE Show details 5 Brain-Inspired Audio-Visual Information Processing Using Spiking Neural Networks Wendt, Anne. - : Auckland University of Technology, 2021 BASE Show details 6 WALS Online Resources for New Zealand Sign Language : Max Planck Institute for Evolutionary Anthropology, 2021 BASE Show details 7 Glottolog 4.4 Resources for New Zealand Sign Language : Max Planck Institute for Evolutionary Anthropology, 2021 BASE Show details 8 Factors influencing adult learners’ satisfaction and retention Monk, Wendy Mae. - : Toi Ohomai, 2021 BASE Show details 9 Sustainability of community-based theatre: A case study of Repertory Invercargill Vyas, Bhargav. - : Southern Institute of Technology (SIT), 2021 BASE Show details 10 Factors influencing adult learners’ satisfaction and retention Monk, Wendy Mae. - 2021 BASE Show details 11 Factors influencing adult learners’ satisfaction and retention Monk, Wendy Mae. - : Toi Ohomai, 2021 BASE Show details 12 New Zealand and American English: Comparing their Origins and Linguistic Development Fernández Gutiérrez, Francisco. - 2021 BASE Show details 13 Secondary school science teachers’ Pedagogical Content Knowledge (PCK) in their classroom practice Tufail, Imran. - : The University of Waikato, 2021 BASE Show details 14 Competing voices: Dialogic perspectives on Chinese children’s use of touch screen devices in a New Zealand early childhood education setting Cao, Dandan. - : The University of Waikato, 2021 Abstract: Internationally, preschool children’s use of touch screen devices is increasingly discussed from the perspectives of teachers and or caregivers. However, there is little discussion of this topic from a cross-cultural perspective. Furthermore, children’s own voices on their touch screen experiences are missing in the discourse. This study considers Chinese immigrant preschool children’s experiences of touch screen devices in a New Zealand Early Childhood Education (ECE) setting, aiming to discern the competing Voices of New Zealand ECE teachers, Chinese immigrant caregivers and children themselves. To achieve this aim, initially I sought to understand everyday touch screen use from the perspectives of New Zealand ECE teachers and Chinese immigrant caregivers, then explore children’s voices in this discussion by videoing their engagement with touch screens, and finally explore a possible new layer of competing Voices between adults and children. I set out to interrogate touch screen use by young learners in a social and aesthetic way by applying Mikhail Bakhtin’s dialogic theory to explore the potential for competing voices around preschool children’s touch screen use. I used the genre as my unit of analysis as it allowed me to examine voices, not only through utterances but also gestural expressions across different spaces. I used Heteroglossia as a central framework for analysis because it enabled me to understand multiple voices in social interaction. A visual method was used to collect the data because this method enabled me to see multiple forms of children’s voices in addition to their utterances, and to identify further competing voices through children’s employment of various genres when using touch screens across ECE centre and home contexts. The Voice of conditional support and the Voice of opposition or reluctance were identified as competing Voices within and across New Zealand ECE teachers, and within and across Chinese caregivers. The findings highlight that the Voices of teachers and caregivers in my study are not necessarily in competition with each other, but are instead in competition within and across each group. Six genres were recognised during children’s touch screen use: the adult-led learning genre, the compliance genre, the invisible speaker genre, the child-led learning genre, the resistance genre and the whisper genre. Through these genres, children’s Outside-in Voice and Inside-out Voice were identified according to the source of voices. The Outside-in Voice reflects the influence of adults’ voices on the child, while the Inside-out Voice illustrates the child’s agency in expressing their inner voices. Building on the tension within children’s Voices, a new layer of competing Voices between adults and children was discerned: the Voice of adult power and the Voice of child agency. My findings have implications for children, ECE teachers, caregivers and policymakers. Children could be supported to express their voices on issues that affect their lives and to spend more time on free play. Implications for ECE teachers are that teachers need to be invited and given support to understand the complexity of children’s voices through genres. Teachers need to be helped to appreciate that there are benefits of standing back and giving children space to be creative and learn collaboratively and or independently. Caregivers could be encouraged to relax some of their authority, to listen to children’s voices and to include children’s voices in decision-making on issues that affect them. Caregivers could also consider the conditions they place around their child’s touch screen use such as time limit and the extent of scaffolding. Policymakers would be advised to provide teachers with professional learning and development with regard to how to scaffold children’s touch screen use and digital play into play-based learning. Areas for research include further investigation of the genres children employ during touch screen use and the use of interpretations other than Bakhtinian dialogism to do this. Research could focus on the touch screen learning experiences of a wider group of children, including children who are immigrants and children of different ages in different cultural contexts. Keyword: Bakhtinian dialogism; Children's voices; Chinese -- Education (Early childhood) -- New Zealand -- Attitudes; Competing voices; Computers and children -- New Zealand -- Cross-cultural studies; Cross-cultural learning experiences; Early childhood education; Early childhood education -- New Zealand -- Computer-assisted instruction; Early childhood teachers -- New Zealand -- Attitudes; Immigrant children -- Education (Early childhood) -- New Zealand -- Attitudes; Touch screen devices; Touch screens -- Study and teaching (Early childhood) -- New Zealand -- Cross-cultural studies URL: https://hdl.handle.net/10289/14613 BASE Hide details 15 An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom Martin, Isaac. - : The University of Waikato, 2021 BASE Show details 16 Real-time New Zealand sign language translator using convolution neural network Jayasekera, Mathes Kankanamge Chami. - : The University of Waikato, 2021 BASE Show details 17 Te whakatau i te mita o Ngāti Kahungunu; tōna hītori, tōna whanaketanga me tōna ahunga whakamua MacLeod, Jeremy Tātere. - : The University of Waikato, 2021 BASE Show details 18 Blending whanaungatanga and belonging: a wise intervention integrating Māori values and contemporary social psychology Arahanga-Doyle, Hitaua George. - : University of Otago, 2021 BASE Show details 19 Let's talk: Investigating adult-child interactions within the home-literacy environment to better support children's developing oral language and early-literacy skills Riordan, Jessica Kate. - : University of Otago, 2021 BASE Show details 20 Executive function and the pragmatics of language in children with varying levels of inattention, hyperactivity, and impulsivity Wales, Sid. - : University of Otago, 2021 BASE Show details Page: 1 2 3 4 5...17

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