The merger of vertically offset quasi-geostrophic vortices

We examine the critical merging distance between two equal-volume, equal-potential-vorticity quasi-geostrophic vortices. We focus on how this distance depends on the vertical offset between the two vortices, each having a unit mean height-to-width aspect ratio. The vertical direction is special in the quasi-geostrophic model (used to capture the leading-order dynamical features of stably stratified and rapidly rotating geophysical flows) since vertical advection is absent. Nevertheless vortex merger may still occur by horizontal advection. In this paper, we first investigate the equilibrium states for the two vortices as a function of their vertical and horizontal separation. We examine their basic properties together with their linear stability. These findings are next compared to numerical simulations of the nonlinear evolution of two spheres of potential vorticity. Three different regimes of interaction are identified, depending on the vertical offset. For a small offset, the interaction differs little from the case when the two vortices are horizontally aligned. On the other hand, when the vertical offset is comparable to the mean vortex radius, strong interaction occurs for greater horizontal gaps than in the horizontally aligned case, and therefore at significantly greater full separation distances. This perhaps surprising result is consistent with the linear stability analysis and appears to be a consequence of the anisotropy of the quasi-geostrophic equations. Finally, for large vertical offsets, vortex merger results in the formation of a metastable tilted dumbbell vortex.Publisher PDFPeer reviewe

Measuring children’s involvement as an indicator of curriculum effectiveness : a curriculum evaluation of a selected child study centre in Singapore

This paper presents one aspect of a research project evaluating a curriculum model of a selected child study centre in Singapore. An issue of worldwide interest and concern is the ‘quality of learning’ debate as it relates to early childhood centres. In Singapore, the government is focusing on expansion in child care settings and increases in the amount of funded training. One of the issues surrounding prior-to-school education raises the question of how one measures the quality of teaching and learning, to describe the value of using, funding and promoting early education. The research reported in this study used a quasi experimental research paradigm to assess one aspect of the quality of a curriculum programme in a child study centre in Singapore. Children aged between 18 months and 6 years (N = 81) participated in the research. Using the observation scale of Laevers’ Child Involvement Scale, the active involvement of children in learning experiences was measured. The findings are presented and discussed

Lessons from using iPads to understand young children's creativity

This paper explores how iPads can be used as part of a child-centred data collection approach to understanding young children’s creativity. Evidence is presented from a pilot study about 3- to 5-year-old children’s creative play. Researchers’ reflective accounts of children’s engagement with iPad video diaries and free to use apps were logged across two early educational settings over a three-month period. Findings suggest that iPads offer a mechanism to allow children to express their creative play and to encourage involvement in the research process. However, bespoke research software to use with early years children is required to improve this process

A atitude do educador de infância e a participação da criança como referenciais de qualidade em educação

Neste artigo, fundamentado em dois estudos de caso em jardim de infância, refletiu- -se sobre como e com quais ferramentas de apoio se pode avaliar e promover qualidade e intervenção educativa adequada nos contextos. Selecionou-se um grupo de crianças (entre 3 e 6 anos) e desenvolveram-se estratégias com a finalidade de escutar e compreender o modo como elas participam. Ainda, em diversos tempos da rotina de cada contexto, identificaram-se interações e atitudes do educador, analisando-se o respetivo impacto no nível da participação das crianças. Os resultados revelaram que, quando as crianças desenvolvem um sentimento de pertença ao contexto e lhes são oferecidas oportunidades de participação, mais facilmente se envolvem, revelam bem-estar emocional e motivação para aprender, explorar e participar nos processos de tomada de decisão. A escuta ativa, o questionamento e o encorajamento do diálogo assumem-se, por parte do adulto, competências essenciais para a qualidade da intervenção educativa.This paper, based on two case studies in a kindergarten context, describes a reflection on the most appropriate method and tools for the assessment and promotion of quality and context intervention. A group of children (between 3 and 6 years old) was selected and strategies were developed in order to listen to the children’s voices and understand how they were participating. Moreover, in different routine times within each context, interactions and attitudes of educators were identified, with the corresponding analysis of the impact on children’s participation. The results revealed that when children develop a sense of belonging in the context and they are offered opportunities to participate, they more easily get engaged, reveal emotional wellbeing and motivation to learn, explore and participate in decision-making processes. For the adult, active listening, questioning and encouragement of dialogue appear as essential skills to promote quality in educational intervention.En el presente artículo, basado en dos estudios de caso en un jardín de infancia, se reflexionó sobre cómo y con qué herramientas de apoyo se puede evaluar y promover calidad e intervención educativa apropiada en los contextos. Se seleccionó un grupo de niños (entre los 3 y 6 años de edad) y se desarrollaron estrategias con la finalidad de escuchary comprender el modo como dichos niños participan. Además, en diversos momentos de la rutina de cada contexto, se identificaron interacciones y actitudes del educador, analizando el respectivo impacto en la participación de los infantes. Los resultados revelaron que, cuando los niños desarrollan un sentido de pertenencia al contexto y se les ofrece la oportunidad de participar, más fácilmente se envuelven, revelan bienestar emocional y motivación para aprender, explorar y participar en la toma de decisiones. La escucha activa, el cuestionar y fomentar el diálogo constituyen, para el adulto, competencias esenciales para la calidad de la intervención educativa

Outdoor play as a mean to achieve educational goals: a case study in a Portuguese day-care group

This study aims to explore the pedagogical potential of outdoor play situations, considering the educational goals established in the Portuguese Pedagogical Guidelines for 0–3-year-old children (ongoing work), namely development of a sense of security and positive selfesteem; development of curiosity and exploratory impetus; and development of social and communication skills. Following a qualitative methodology, during a period of 9 months, the outdoor play experiences of 14 children from a day-care centre were observed and monitored and the professionals were interviewed. The data shows that outdoor experiences can contribute to the achievement of the educational goals, enlarging opportunities for creative play, problem solving, experimentation, inquiry, dialogues and collaboration. The achievement of the educational goals is facilitated through supportive and positive relationships with adults and peers, provision for proper equipment, and contact with nature. This study offers a deep insight into how educational policies can be put into practice in the outdoor area.publishe

Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective

RLOsGiven the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.ESRC-DFI

Laying the foundations for physical literacy in Wales: the contribution of the Foundation Phase to the development of physical literacy

ABSTRACT Background: The Foundation Phase in Wales is a play-based curriculum for pupils aged 3–7 years old. Children learn through more holistic areas of learning in place of traditional subjects. As such, the subject of physical education in its traditional form no longer exists for pupils under the age of 7 in Wales. In light of the role of physical education in developing physical literacy and in particular the importance of this age group for laying the foundations of movement for lifelong engagement in physical activity, the disappearance of physical education from the curriculum could be deemed to be a concern. Purpose: The purpose of this study was to explore the Foundation Phase as a naturalistic intervention and examine its contribution to the development of physical literacy. Participants and setting: Participants included year 1 pupils (N = 49) aged 5 and 6 from two schools in contrasting locations. A smaller group within each class was selected through purposive sampling for the repeated measures assessments (N = 18). Research design and methods: A complementarity mixed-method design combined quantitative and qualitative methods to study the Foundation Phase as a naturalistic intervention. Quantitative data were generated with the Test of Gross Motor Development-2 administered to the sample group of children from both schools as a quasi-repeated measure, the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance and the Leuven Involvement Scale for Young Children. Qualitative data were generated throughout the study from the analysis of video and field notes through participant observation. Data from the mixed methods were analysed through complementarity to give a rich insight into pupils’ progress and experiences in relation to physical literacy. Results: Overall analysis of the data from TGMD-2 showed significant improvements in the Gross Motor Quotient and Locomotor skills from T1 to T3, but no significant improvement in object control. Data from qualitative methods were analysed to explore processes that may account for these findings. Video and field notes complement the quantitative data highlighting that children were developing their locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of involvement in their learning and apparent in video and field notes was pupils’ motivation for movement. Paired sample t-tests (N = 18) conducted on the Harter and Pike perceived physical competence sixitem score subscales (T1 and T3) indicated a significant difference in the mean perceived physical competence scores on the six-item scale between T1and T3. Qualitative data explored pupils’ confidence for movement in many areas of learning. Conclusion: The combination of quantitative and qualitative data indicates that the Foundation Phase is an early childhood curriculum that lays the foundations of physical literacy with the exception of aspects of the physical competence, specifically object control skills. Although these skills only contribute to psychomotor aspects of physical literacy they are strongly associated with later engagement in physical activity. The development of specific physical skills such as object control skills may need more specialist input with early childhood pedagogy teachers trained in motor development to see significant improvement

Schematic pedagogy: supporting one child’s learning at home and in a group

In this paper we identify ways in which the learning of very young children can be supported by practitioners developing a schematic pedagogy which focuses on structures of children’s thinking. First we provide a critical overview of relevant literature on schemas and schematic approaches to pedagogy. We then outline an original study undertaken to identify and support the learning of seven young children. Taking one child, whom we call Annie, we illustrate how her attention to the fine detail of elements of her home and group environments as she played, offered strong clues to her pedagogues about her persistent interests (schemas). We show how careful observation by practitioners can be used to understand and support future learning encounters through a schematic pedagogy, and we consider implications of such an approach for practice in toddlers’ early learning

Guidelines for Designing Social Robots as Second Language Tutors

In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human–human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors