Monthly Archives: September 2013

Note taking and school science

I thought this point very interesting: Wellington and Osborne remind us: “School science is still dominated by the transmission of information. Invariably this process requires the student to make extensive notes, either from textbooks or from the words and drawing of … Continue reading

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A frame for writing up experiments

Jerry Wellington and Jonathan Osborne (2001) offer the following’frame for writing up experiments’ (p.72): “Aims What is the purpose? Why are we doing this? What are we hoping to show? Do we have a hypothesis in advance? Methods What is the … Continue reading

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The whare tupuna

In their discussion of the Manawa: Pacific Heartbeat exhibition 2003, Nigel Reading and Gary Wyatt write: “The Maori believe that the whare tupuna (ancestral meeting house) takes on the form of the body of an ancestor. Roi Toia uses the ceremonial … Continue reading

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Maori legends – patupaiarehe, taniwha, spirits and heroes

Just a note to say that I really enjoyed this book of legends – A W Reed’s Favourite Maori Legends (revised by Ross Calman). I think it’s important to share such tales with children – to colour in their mental … Continue reading

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Play as physical understanding

After reading Adrienne Sansom’s article yesterday, I returned to Parker-Rees… Rod Parker-Rees writes: “As we grow up we also grow down; the growth and organization of our root systems informs and is informed by the air and light of conscious, … Continue reading

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It is important to recall memories of play

“As teachers of very young children it is important to recall memories of play so as to recognize the play that is presented by our youngest citizens.” ~ Adrienne Sansom (p.30) Arguing for the importance of play and recognition of … Continue reading

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How children link play, pictures and print

Describing how children link play, pictures and print, Anne Haas Dyson tells us: “In considering the role of symbol making in children’s lives, we should not assume that the developmental path is from child drawer to adult artist or from child … Continue reading

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Clay for little fingers

Joan Bouza Koster explains: “Children need to be introduced to clay slowly, over a period of time. Its qualities are very different from the ubiquitous playdoughs, and children need too identify this new modeling material as something unique, requiring different … Continue reading

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Children’s art is serious work

Carol Seefeldt writes: “For those endorsing cognitive theories, children’s art is serious work, for art ‘is a language – a form of cognitive expression’.” (p.39) “As children create art, they must organize their thoughts and actions into patterns and symbols. … Continue reading

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Emotional musicality in mother-infant vocal affect, and an acoustic study of postnatal depression

According to Louise Robb (little over a decade ago): “Studies of mother-infant interaction have, over the last twenty-five years, significantly altered our perception of infant capabilities, introducing concepts of innate capacities for perceiving human partners and their expressions, intersubjective motives … Continue reading

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