Can we watch regional dialects developing in colonial English?

2002 ◽  
Vol 23 (2) ◽  
pp. 169-193 ◽  
Author(s):  
Laurie Bauer ◽  
Winifred Bauer
Keyword(s):  
New Zealand ◽  
Primary School ◽  
School Children ◽  
Regional Variation ◽  
Regional Distribution ◽  
Regional Homogeneity ◽  
Primary School Children ◽  
Regional Dialects ◽  
Australian English

The regional homogeneity of New Zealand English is frequently commented on. Similar observations on varieties such as Australian English were simply precursors to the discovery of regional dialects. In this paper a report is given of a survey of New Zealand primary school children, which showed that in the vocabulary they use in the playground there is considerable regional variation. This might be taken as evidence of the inception of regional variation in New Zealand. However, it is argued that the birth of regional dialects cannot be perceived by the analyst; rather the analyst can observe a stronger or weaker regional distribution of variants. It is also pointed out that the spread of innovations does not always happen in the same way in modern societies as has been reported in traditional dialectological studies.

scholarly journals The Historical and Psychological Significance of the Unorganized Games of New Zealand Primary School Children

2021 ◽  
Author(s):  
◽  
Brian Sutton-Smith
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Small Group ◽  
School Children ◽  
Primary School Children ◽  
The North ◽  
Psychological Significance ◽  
East And West ◽  
Recurrent Motifs ◽  
East West

<p>In the Spring of 1948 while teaching at a primary school, I observed a small group of girls playing a game called "Tip the Finger". During the game one of the players chanted the following rhyme: "Draw a snake upon your back And this is the way it went North, South, East, West, Who tipped your finger?" I recognized immediately and with some surprise that this rhyme contained elements which were not invented by the children and were probably of some antiquity. I knew, for example, though only in a vague and unlearned manner, that the four pattern of the North, South, East and West and the Snake symbolism were recurrent motifs in mythology and folklore. I was aware also that there did not exits any specialized attempt to explain the part that games of this nature played in the lives of the players.</p>

Hitting a moving target

English Today ◽  
2002 ◽  
Vol 18 (4) ◽  
pp. 55-59 ◽  
Author(s):  
Laurie Bauer
Keyword(s):  
New Zealand ◽  
Primary School ◽  
School Children ◽  
Recent Survey ◽  
Primary School Children ◽  
Moving Target ◽  
New Words ◽  
English Speaking

How rapidly our vocabulary can change, and how yesterday's expressions can vanish without trace. Even words which were used by people the age of the author's children just a few years ago have vanished without trace: untold had a brief flourishing in Wellington as a term of approval, but has vanished completely; grouse, a rather older term, still survives but again not among the young. If old words go, new words come. In a recent survey of the language of primary school children in New Zealand, a word was discovered that all the children knew and virtually none of the teachers knew. To understand the expression, one has to understand something about the games played by children in English-speaking countries.

scholarly journals The correspondence system of teaching primary school children in New Zealand : an account of its evolution and a comparative study of the methods applied and of the standards attained

2021 ◽  
Author(s):  
◽  
Eric Norman Le Petit
Keyword(s):  
New Zealand ◽  
Comparative Study ◽  
Primary School ◽  
School Children ◽  
Educational Needs ◽  
Primary School Children ◽  
Reliable Estimate ◽  
Subsequent Growth ◽  
Method Of Instruction

Following on a visit paid by the Director of Education for New Zealand to some of the Australian states where Correspondence Classes had already been in operation for some years, it was decided to introduce on a much smaller scale a similar method of instruction to serve the educational needs of the very isolated families in New Zealand. A sole teacher was appointed to initiate the scheme but it is evident that, from the beginning, the Department had no reliable estimate of the subsequent growth of the institution nor of the work which it was later to accomplish.

scholarly journals The Historical and Psychological Significance of the Unorganized Games of New Zealand Primary School Children

2021 ◽  
Author(s):  
◽  
Brian Sutton-Smith
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Small Group ◽  
School Children ◽  
Primary School Children ◽  
The North ◽  
Psychological Significance ◽  
East And West ◽  
Recurrent Motifs ◽  
East West

<p>In the Spring of 1948 while teaching at a primary school, I observed a small group of girls playing a game called "Tip the Finger". During the game one of the players chanted the following rhyme: "Draw a snake upon your back And this is the way it went North, South, East, West, Who tipped your finger?" I recognized immediately and with some surprise that this rhyme contained elements which were not invented by the children and were probably of some antiquity. I knew, for example, though only in a vague and unlearned manner, that the four pattern of the North, South, East and West and the Snake symbolism were recurrent motifs in mythology and folklore. I was aware also that there did not exits any specialized attempt to explain the part that games of this nature played in the lives of the players.</p>

scholarly journals The correspondence system of teaching primary school children in New Zealand : an account of its evolution and a comparative study of the methods applied and of the standards attained

2021 ◽  
Author(s):  
◽  
Eric Norman Le Petit
Keyword(s):  
New Zealand ◽  
Comparative Study ◽  
Primary School ◽  
School Children ◽  
Educational Needs ◽  
Primary School Children ◽  
Reliable Estimate ◽  
Subsequent Growth ◽  
Method Of Instruction

Following on a visit paid by the Director of Education for New Zealand to some of the Australian states where Correspondence Classes had already been in operation for some years, it was decided to introduce on a much smaller scale a similar method of instruction to serve the educational needs of the very isolated families in New Zealand. A sole teacher was appointed to initiate the scheme but it is evident that, from the beginning, the Department had no reliable estimate of the subsequent growth of the institution nor of the work which it was later to accomplish.

Bullying among primary school children in New Zealand: relationships with prosocial behaviour and classroom climate

2010 ◽  
Vol 52 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Juliana L. Raskauskas ◽  
Janet Gregory ◽  
Shane T. Harvey ◽  
Fathimath Rifshana ◽  
Ian M. Evans
Keyword(s):  
New Zealand ◽  
Primary School ◽  
School Children ◽  
Classroom Climate ◽  
Primary School Children ◽  
Prosocial Behaviour

scholarly journals A pilot study of the effect of providing daily free fruit to primary-school children in Auckland, New Zealand

2009 ◽  
Vol 12 (5) ◽  
pp. 693-701 ◽  
Author(s):  
Pauline AL Ashfield-Watt ◽  
Elizabeth A Stewart ◽  
Judi A Scheffer
Keyword(s):  
New Zealand ◽  
Pilot Study ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Controlled Trial ◽  
Intervention Group ◽  
Primary School Children ◽  
Fruit Intake ◽  
Post Intervention

AbstractObjectiveTo determine the uptake of a free fruit provision to low-decile primary-school children by quantitatively assessing changes in fruit intake.DesignA randomised controlled trial using a paired, cluster randomisation.SettingTwenty low-decile primary schools (schools attended by the most deprived children) in Auckland, New Zealand.SubjectsIn total 2032 children, aged 7–11 years, provided data on at least one occasion.InterventionTen pairs of low-decile primary schools matched by roll size and location were randomly allocated to control (no free fruit) or intervention (free fruit) for a school term. Dietary assessments using the 24 h recall methodology were made at baseline, on the last week of the intervention and 6 weeks post-intervention.ResultsFruit intakes in this cohort were lower than the national average with over 40 % reporting no fruit intake at baseline and did not differ between groups. After the free fruit period the intervention group increased school fruit intakes by 0·39 pieces/school d from baseline (P≤ 0·001) and the proportion of children consuming no fruit reduced to 22 %. This increase, however, was not sustained and fruit intakes fell below baseline levels at 6 weeks post-intervention. Control subjects did not significantly alter their fruit intakes throughout the study.ConclusionsImproving exposure and accessibility to fruits at school increases fruit intakes of low socio-economic group children, particularly those who do not normally eat fruit. The present pilot study demonstrates some possible negative effects of short-term free fruit interventions, but is informative for developing and evaluating sustained fruit intervention programmes.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children
Sign in / Sign up

Export Citation Format

Share Document