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Thesis structure

This thesis is structured in alignment with the Kakala Framework. Figure 1.3 is an explicit depiction of the thesis structure and how each of its seven chapters are constructed within the methodological framework M the Kakala Research Framework [blue] (Johansson-Fua, 2014). In essence, the kakala is rooted in the practice of making and later garlanding (gifting) of traditional Tongan floral flowers. It emulates the process of toli (picking and sorting flowers M data collection stage), tui (stringing flowers together M analysis stage), and luva (gifting of the garland M reporting and disseminating information). It later transpired into a framework suitable for Pacific research in what is known today as the Kakala Research Framework further coupling the extra tiers of teu (preparation - conceptualisation), m ?1 Q R Q+ R M relevancy and usefulness) and (warmth M application, transferability, sustainability). The Chapter Theme M % QR _ (Journey of a Valuable Emblem) [green] is premised on a metaphorical and familial narrative guided by a series of core Tongan values pivotal to child rearing in Tonga. Details are to be drawn from Appendix B. The figure follows a detailed account of each chapter structure as they unfold within the study.

Figure 1.3 Thesis structure

QQ/ Compassionate love

ANGA/LOTO / FOAKI/LUVA Humility, modesty, generosity Give, contribute, offer, R A present RRR Mutual respect/ reciprocity

FAI FATONGIA Q Service/duty

Q _

R A R R Maintain/uphold Shared involvement relationships

UOUONGATAHA Unity

R R Commitment

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(Rich-Orloff & Camaitoga, 2016. p. 190)

2.5 ECE in Tonga

Throughout Oceania and more specifically Tonga, early learning within the context of preschool or early childhood settings has become a matter of importance to parents, teachers, communities and relative stakeholders. His late Majesty, King ,R , /; (!( 0 + local preschool center in 1965 (Tonga National Early Childhood Education Policy Framework, 2013). This followed a decade later in 1976 when the first non- government early childhood organisation still known today as the Tonga Preschool Association (TPA) was established upon request by the late Queen Mother, Her Royal Highness, 8R ? )#$$7A2' )(!( and developments channeled through private sectors which include international and in country church groups, parents and local communities. Much of the ECE popularity tailors towards the education gains this type of formal schooling offers on a long-term basis. Parents foremost, are the main supporters and play a major role in supporting local ECE developments, a rare occurrence in the past. Participation rates have soared and within the span of 30 years, a significant number of local preschool centers have been established around the main island Tongatapu and in the outer R ) ;R) Q() J ) J R 2 / #$$&) more than sixty ECE centers were established throughout these islands and by 2013,

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Figure 3.1 Chronology of main play thinkers

(Adapted from Cohen, 2007; Garrick, 2009; McLean, Haurd & Rogers, 2011)

3.10.2 Rousseau, Pestalozzi and Fröebel A more discernible historic account underpinning educational play dates back to the 18th century in the philosophy and works of German educationist Friedrich Wilhelm August Fröebel [1782M1852] (Allen, 2001; Herrington, 2001; Moore, Edwards, Cutter-Mackenzie & Boyd, 2014; Provenzo Jr, 2009). Fröebel, a respected and Oplay was not trivial, nor was it a preparation for life M rather, he regarded it as the highe(!( !;! 9R( functioning, and for this reason, considered it to be a spiritual activityP? )%TT% cited in Docket & Fleer, 2003. p. 26). His philosophy, in general, was inspired and influenced by neo-humanist educational theories predominantly those of his mentor Johann Heinrich Pestalozzi [1774-1827], as Swiss educationist who emphasised that instead of rote learning, children should learn through practical experiences and in their contact with objects (Smith & Gosso, 2010). Both Fröebel an EE R works were significantly inspired by Jean-Jacques Rousseau [1712-1778] who proclaimed the innocence of children and who was amongst the few to declare child- centered education and the notion that nature requires children to be children first (Moore et al, 2014; Smith & Gosso, 2010). Together, they formulated the notion that through play, children learn to live in harmony with each other and with nature (Platz & Arellano, 2011). < R +Ochildren should have <0! 0D09 B 9!3D(;! 9R(0 ! 9 that there was no antithesis between this and workP?' ) #$$&2 2#A2

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2 ) 1 R behaviours, using multiple lenses helps to understand the motivations behind these behaviours as committing to any one theory while excluding others is limiting (Wood & Attfield, 2005). The main classical and contemporary theories of play are framed with additional reference to relevant literary works to support each theory (Docket & Fleer, 2003; Santer et al, 2007). In fact, classical theories are ideas developed about the value of play prior to the 1920s while theories and ideas developed after this decade are known as contemporary, modern or modern-dynamic play theories (Docket & Fleer, 2003; Mellou, 1994; Saracho & Spodek, 1998). Figure 3.2 group the classical and contemporary theories of play.

Figure 3.2 Classical and contemporary play theories

3.11.1 Classical theories

The Surplus Energy Theory by Friedrich von Schiller [1759-1805] an 18th century German poet, historian, and philosopher and later Herbert Spencer [1875], a British philosopher (Saracho & Spodek, 1995) saw play as a way of releasing or eliminating excess energy (Docket & Fleer, 2003; Fleer, 2009; Mitchell & Mason, 1948; Santer et al, 2007; Saracho & Spodek, 1995). In other words, play is used to blow off steam (Docket & Fleer, 2003). Schiller thought of it as an aimless expenditure of exuberant energy where an overflow of energy needs to be burned and consumed. Spencer on the other hand, who referred to an uncontrollable desire to play, also considered play as a superfluous activity (Saracho & Spodek, 1995). In contrast, German poet, Moritz-Lazarus [1883], chief exponent of the Recreation or Relaxation Theory

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3.11.3 Cognitive theories

The relationship between play and cognitive development is of particular interest to child development theorists, educators and researchers (Saracho & Spodek, 1995). Jean Piaget and Lev S. Vygotsky are the two main theorists whose works help further understand the complexities of child play (Saracho & Spodek, 1995). They complement the works of Howard Gardner and Urie Bronfenbrenner. Figure 3.3 illustrates selected cognitive theories followed by an account of each. The psychological perspectives of play are also covered within this section.

Figure 3.3 Cognitive play theories

Jean Piaget [1896-1980], was a Swedish psychologist with a fundamentally biological orientation (Campbell, 2006). Of his many theories, the main contemporary Piagetian theory most pertinent to child play centers on the Construction of Knowledge Theory. It has influenced developmentally appropriate practices in term of the view children naturally learn through active play while the teacher features as a facilitator of play opportunities (Moore et al, 2014). This view is foundational in guided play (Goldbeck, 2001; Weisberg et al, 2013a). R Theory of Assimilation and Accommodation derive from the notion, individuals must adapt to their environments (Blake & Pope, 2008). Assimilation Oprocess of using or transforming the environment so that it can be placed in pre-existing cognitive structuresP (Blake & Pope, 2008. p. 59). Accommodation on the other ) Oprocess of using or transforming the environment so that it can be placed in pre-existing cognitive structuresP?! )#$$62 2%$A2 that development is a balance between assimilation and accommodation, also known as equilibrium (Blake & Pope, 2008). R theory, the Stages of

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(ibid). As children get older especially the stage of transitioning from preschool to early primary school, their sense of play particularly of free play whether indoors or outdoors becomes an inclined preference.

3.14 The changing culture of play

An important aspect to consider is the fact that the world we live in is constantly changing and these changes produce alterations to childr R (Cross, 2008; Kalliala, 2006). The changes are consequential of the continual changes in societal structure indirectly affecting adult and child life further influencing the way children play (Kalliala, 2006). Reasons for these changes are shaped by changes in work and time at work of adults; the transformation of play activities by emerging technologies and commercialisation; and the changed meaning of play, childhood and families (Cross, 2008). Figure 3.4 illustrates a relationship diagram to show the R 2

52V R

(Adapted from Kalliala, 2006. p. 11)

3.15 A psychological perspective

Play is also a universal trait of human psychology providing a context of early R where they are able to engage in meaningful contexts for learning in early literacy concepts and skills, ability to revise and refine different conceptions of the world (Burghardt, 2010; Calvalho, 2013; Christie & Roskos, 2013; Bergen, 2015;

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Figure 3.6 Theorising Bricolage as Multiple Theoretical Lenses

History Philosophy

Classical & Classical & Contemporary Play Contemporary Play Theories Theories

Psychology Sociology

P H I L O S O P H Y

Chapter summary

Current discourse on the history, philosophy and psychology of play as well as play and development are largely and fundamentally grounded within Western mainstream ideas. A multiplicity of these play ideas filter through both classical and contemporary theories informing how play is contributive to child behaviour, development, learning and socialisation. The sociology of play couples cultural and anthropological bearings from a wide range of Western and indigenous Pacific ideas and practices enabling a comprehensive view of play from similar and contrastive perspectives. In terms of development, a plethora of prospects are documented around the world further supporting play theories, ideas and cultural practices. However, very little has emerged or is documented on indigenous Pacific ideas of play and learning while some indications are fragmented. As such, this study is a significant contribution to the construction of Pacific indigenous knowledge, theory and practice in the early years. It couples the ideas and practices in the recently nationalised ECE curriculum in Tonga outlining, initiating and paving a way for play and learning given play pedagogy is strengthened in areas of teacher training and curriculum, community acceptance and research output. In its culturally-inclusive efforts, the study makes a pioneer contribution to growing RPEIPP.

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i. What methods will be used; ii. What methodology will be employed; iii. What theoretical perspective will support the research proposal; and iv. What epistemology will inform the research proposal? (p. 3).

This simple approach provides an easy yet comprehensive roadmap to help guide and establish appropriate decisions to ensemble a research design inclusive of a befitting theoretical framework and methodology. Although the study followed this reversed process for simplicity, it is otherwise systematically presented in its standard logic flow illustrated in figure 4.1.

Figure 4.1 Research Framework Outline Theoretical Perspective

ONTOLOGY ONTOLOGY

Methodological Considerations

4.2.1 Ontology

To establish researcher position in the study, conceptualising an ontological and epistemological standpoint was crucial. Ontology concerns the nature of reality Q+ RS? )%TT5A2/ 0 + within theoretical perspectives that give rise to methodological considerations and furthermore, suggests appropriate methods and data collection tools (Crotty, 1998; Mack, 2010). In terms of origination, ontology derives from the Greek words onto (being) and logos (the science or study of/the science) or the study of being or existence and contemplates how things exist (Gegeo, 2015). In essence, it is the study of;

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%#% encompassed meaning of the two variables. Therefore, the study was guided by the multiple lenses within the study disciplines, methodologies and theoretical perspectives. With reference to figure 4.3, the disciplines were grounded on the foundations of curriculum which emerged during the literature search. It further Ocritical bricoleurs employ historiographical, philosophical, and social theoretical lenses to gain a more complex understanding of the intricacies of research designP ?: ) #$$%2 2 6&TA2 / accounts, theoretical literature and the sociological and psychological aspects of play and learning, the study sought a holistic theoretical network that associated play with a range of classical and contemporary play and learning theories. The intricacies further assisted to inform the necessary methodological approaches and tools pivotal to this chapter and the study in general.

Figure 4.3 Bricolage as multi-theoretical/methodological approach to inquiry

4.5 Validity and reliability

The study itself being interpretive in nature and position and the researcher as insider challenged the very nature of validity and reliability. In many aspects, the task and process was continuously questioned in terms of authenticity, consistency, and trustworthiness. The ability to self-discipline researcher roles and responsibilities to ensure valid data was achieved ensued from adopting and assuming an attitude of respect, critique, reflection and ethical awareness similar to the research expectations of an outsider (Smith, 1999). Self-discipline for an insider according to Smith (1999) also requires humility as being part of the community even though roles, relationships, status and position are different. Similarly, the specific insider role and

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CHAPTER FIVE | RESULTS & DISCUSSION

! R RÇ(Commitment)

TUI & LUVA M Tui G+ 0 )+ 0 ) ) + G Luva refers to the reporting and dissemination stage, signaling a process of returning the gift of knowledge to the people who had given the knowledge ~ (Johansson-Fua, 2014. pp. 53-54).

5.1 Introduction

Chapter five merges the findings and discussion phases of the study. It synthesises the results attained from the process of data collection guided by the seven (7) stages in the Framework Method approach (figure 5.1).

28 Figure 5.1 Stages in the Framework Method of Analysis

(Adapted from Gale et al, 2013)

This enabled an explicit breakdown of the lengthened talanoa and data based on the obtained participant responses to the first four guiding research questions also used to divide the four (4) main parts of the chapter:

1. How do Tongan adults con R S 2. To what extent is play a learning and development tool? 3. In what forms of indoor and outdoor play activities do children engage? 4. How do adults engage and support play?

The discussion weaves the multifaceted findings and merges them alongside the observation and reflective notes. It measures them against the research questions and literature review and ends with a comprehensive analysis account of the newly introduced National ECE Curriculum document currently trialed in local ECE centers since 2015. Important to note however, is the interplay of talanoa and to generate initial and sometimes a later changed response to the sequential questions and sub-questions. This occurred as participants were allowed through

28 See Chapter 4

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To obtain an authentic definition and attitude of R from a Tongan standpoint required insight into the multiple ways it is defined as an activity of children through its many characteristics. Participant responses branched out in a series of multiple, overlapping and interconnected reactions particularly of the characteristics of R . They are grouped clockwise in figure 5.2 according to the most to least response. They include: R as a source of enjoyment and emotional release; natural physical activity/work of children; a form of child socialisation; free time and spontaneous activity; work/activity set out by the teacher; indication of self- actualisation, behaviour and prediction of future interests; and finally, skills development and ways of learning. While both sets of participants touched on all the apects, skills development and ways of learning was mainly shared by teachers given their core task to impart learning in learning contexts.

F2# R

In core, the views accumulate to the wider socio-cultural and pedagogical discourse of learning through play. The significance of the research question correlates to the assertion play is always context dependent, and because contexts vary, so will its definitions and conceptions (Wood & Attfield, 2005). Also, play in itself is a simple + 2 ) Ono one

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M mentally, physically, emotionallyP ^8F_2 The changed opinion emerged when discussions shifted to the focus on the role of play in learning. Development was no longer treated as a general term but specific to its position in play and learning. From participant responses, figure 5.3 comprise a collection of the various development traits evident in R . These multiple yet all-encompassed traits mirror holistic development and growth (Broadhead, 2006; Ginsburg, 2007; Hewes, 2006).

F25* R

It is important to note, the learning attributes of R interrelate and overlap within the different and diverse forms of R . In other words, similar learning attributes may be found in multiple forms of R . As most teachers and a few ) R intrapersonal, interpersonal, cognitive, physical, emotional, character, creative, spiritual and cultural knowledge progressions36. It also aids to avoid repetition. The section follows a selection of R scenarios in the home and school environments. i. Intrapersonal, solitary and all-inclusive development

Personal, self and skillful play

Teachers especially, raised the importance of R in developing the individual and whole child or tupula R # Ç M mind, body and soul. While they talked of cognitive (mind), physical (body) and soul (emotional and spiritual) development in their separate forms, R foremost, makes an impact on the child-self. The idea couples tup Ç or all-inclusive development (holistic development) where R enables the whole child to achieve what is called, # Ç[F6, M5, M6], culminating skills in every aspect of life

36 Note the discussion part of this section is further detailed in the next chapter due to its contribution to new knowledge and the formation of a new taxonomy and model of early learning play and development for Tonga.

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Tonga equally encompass a range of learning and development attributes coupling the skills of cultural, spiritual and values development43.

PART FOUR: REFLECTIVE PRACTICE

5.6 How do adults engage and support play?

In light of the previous discussions, it was imperative to inquire how and how often adults engage in R to understand the nature of the adult-child relationship within the play domain. It also determined the extent R is being valued as a worthwhile activity and to identify the challenges that inhibit adult involvement. This helped disclose the socio-cultural barriers that impede adult support and suggest ways to appropriately address these issues so that social living, culture and R are not disrupted. The section ends with an investigation into how adults may further support and ensure proactive engagement in R activities44.

5.6.1 How often do adults engage in play? The frequency level of adult engagement in R amounted to three main levels. They are displayed from most to least in figure 5.4 M scheduled time and date, spontaneous engagement and zero engagement.

F2V* R

43 Detailed accounts of these play forms are discussed in the next chapter 44 Note that a few responses are closely associated to some of the discussions in previous questions. Also, note the bulk of the discussion ideas are summarised at the end of every section to allow a free flow of talanoa.

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F2FP R

i. Actual involvement

The first level of engagement is actual involvement, especially in play forms such as social, physical and construction play. Teachers in particular, engage in this form of R as part of their daily classroom interactions. A few selected examples are ) ONo matter what, as a preschool teacher, a major part of your 0( ( B 3 ( 9 3GD!!0 (0 0 9#3 in the playground or in the pretend play cornerP^,%_. She continued, OChildren play all the time at school so you are also made to play. A teacher that does not play should not be a preschool teacher ? AP^,%_2 incidences of R engagement. One mother talks of R while a baby is still in the womb. Cultural beliefs or superstitions even, led to the belief that what a + R + 2' ) OI always recall when I was pregnant, the old women would say, QRead a lot of books so the baby will grow up to like reading.R Play starts from the womb where you play with your unborn baby or when your husband pretend plays to your baby; you talk to him/her so play starts while they are still insideP ^ %%_2 , G consisted of R games that stimulate speaking and mathematical skills. A few were selected to represent this aspect:

/ + 0 ?%H5A G G + + / G 0/ + 0 R +/ tell which one is more GR + / G/ G G

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#%% definition, insignificance of the play status, the play and work divide and life-long play and learning. It coupled the rights of children to play, child labour, exploitation practices, war and neighbourhood violence, the limited resources available to children living in poverty, disabilities, gender disparity (Ginsburg, 2007; Wolfberg, Bottema-Beutel & DeWitt, 2012). In terms of the place of play in the ECE curriculum, Wood & Attfield (2005) say it is problematic given the continuous debate on the purpose, role and value of play as a worthwhile learning tool. This section offers an exclusive socio-cultural perspective of the circumstances in Tonga in terms of adult engagement in play. In order of most to least responses, figure 5.6 illustrates an array of these challenges followed by a detailed account of each.

F26! R

i. Uninformed/unaware While most adults, prior to the talanoa and or during the course of each became aware of the benefits of R , a few were surprised as the dialogue unfolded. Some confessed they often restricted and stopped children from playing due to sheer ignorance (Wood & Attfield, 2005). Sometimes this unfamiliar knowledge stemmed from their own personal upbringings. One mother shared:

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First and foremost, before adults venture to support and engage in R , they must understand R in its entirety especially how it contributes to the learning development of young children (Adams & Fleer, 2016; Siraj-Blatchford et al, 2002). This helps bridge the gap that R is substandard to formalised learning. One )OIgnorance is the main reason for the lack of play knowledge in some ;!0( !39 R 90( 9;! 90 (3G( !39 9 R3D! !3 were younger eh? ? AP^,&_. ' )OThey need to be informed and to know its importance 0 ;! 90 R( 0D! 9 9 P [T7]. One mother )OWe know our Tongan parents, if they know something is good for learning, !3D !<0 ;! 0! 0;! 90 GD!3 0! play? It is also a very easy task and cheap tooP^ %_2B + some adults suggested, was to enable (fakangofua) and allow children to R for the sake of R 2B )OI believe we should allow ;! 90 F( 3G!R( 03 9 ! ( B 9 ; 0 P ^ 6_2 One father said giving children the freedom to R )OI 0 ! 0B D! 3 ;! 90 3G: 0 ( !G: F( ! 3B;(!R(! !300B 9(P^8#_2 ) OIf we let them play freely in what they like, they will learn a lot more for themselves just D! D!!GB( (:; (!30 0! 0(00

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#55

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#56

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#5T

The same father also provided the following account, which concludes this section and the entire notion of adult engagement and support for R as well as the ! , 2 )OLike !(3 #0! ( #:0 99>((R; 9!D<0 relation to His parable of the Good Samaritan, QGo, and do likewise.R Now that we know what should be done, therefore, we should do the same ? AP^8%_2

xiv. )5*"3)R$%&)"77

The final form of engagement and support for R was through multiple suggestions of R nga advocacy from teachers and teacher heads of ways to improve R support, involvement, practice and performance at the school and R 2 ) + teachers looked at themselves and reflected on their perceptions, attitudes and behaviours toward R and what it really means for their profession as early learning educators. This branched into the support chain teachers have amongst themselves, their practice, their teaching and learning philosophy and their commitment to R as a unit. It further branches to the systems level where a restructure of ECE centers in collaboration with pre-primary school became a prospective. Lastly, it ventures out into the wider stakeholder body in terms of teacher education, curriculum development, donor support and higher decision making and involvement. In terms of participant perceptions, figure 5.8 illustrates a relationship diagram of the advocacy levels of R support.

Figure 5.8 Levels oR

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(Tonga National ECE Curriculum Document M + R 6 %kafonua R ! RÇ, 2015. p. 14)

In terms of R and its rigorous emphasis in this study, the main discipline areas within the new curriculum document value a partial play-based approach to supplement its otherwise, formalised foundation. In theory, the Piagetian approach significantly influences Developmentally Appropriate Practice for ECE and the Ochildren learn QnaturallyR through play, with the teacher facilitating opportunities for play in the environmentP (Moore, Edwards, Cutter-Mackenzie & Boyd, 2014. p. 9). As such, while the new model allocates R to an apt extent, the study anticipates teachers embrace the benefits to its entirety and stakeholders likewise to help push R into a privileged position in early learning. Table 5.4 details the specific play areas within the document. In fact, the areas largely coincide with the range of indoor and outdoor play activities children currently engage in especially at school. The learning component section highlights the learning strands within the document indicating each developmental aspect in the range of indoor and outdoor play areas. The guide is simple and easy to follow, hence, user-friendly.

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forms and development skills. Figure 6.1 illustrates the taxonomy of play, its correlated age categories and a description of R forms and the major development attributes tied to each level.

Figure 6.1 Taxonomy of early learning play in Tonga

CORRELATED AGE CATEGORISATION

AGES 6-8

AGES 3-6

AGES 0-3

KINDS OF PLAY

6.2.1 Level one: Ages 0-3 / R?%T&TA ) + years. Of the R forms in the findings, children mainly engage in personal, pretense, perceptive, bodily-kinesthetic and energetic play specifically in fine motor skills as small muscle development. Like the array of examples shared in the previous chapter, 0-3 aged children initially start to fakatokanga (notice/recognise) objects and people in their natural surroundings and environments. Even in the womb, an unborn child tunes in H R take an interest in the things a mother does/likes while pregnant, in one example, a fondness for reading. On the contrary, the notion is otherwise, reckoned as superstitious. Children also start making connections denoted as Q! R,

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#6$ central and celebrated in the occasion. When presiding in the kava circle, he is known as the Q!, chief of the circle, marking his highest rank bordered by two QR (talking chiefs). The various 0 (nobles) of the realm must be seated within the kava circle accompanied by an attending . Figure 6.3 shows an actual image of the Taumafa Kava Ceremony * ) J0R ofa, Tonga displaying the scope and extent of the people involved and the cultural resources required. The Palace Office (2014) provides a clear yet concise and compressed snapshot of the four (4) main ritual proceedings of the ceremony embedding a comprehensive description of the model.

Figure 6.3 Taumafa Kava Ceremony54

i. Kava preparation M !$ R̬mou tokonaki

First, the to the right of the Q! calls out, O !RR mou tokonaki.P A command to gather supplies for the making of kava. The required materials are brought forward and assembled in front of the ngaohi kava (kava mixer) or R who is seated on the opposite end of the kava circle parallel to the Q!. The ngaohi kava is specifically selected to perform the task M usually a person of royalty or high nobility rank. On both sides of the ngaohi kava are two attendants called angaikava. / R + ) ngaohi kava figurative of teachers and parents of young children in the early years purposefully tasked to nurture and

54 Matangi Tonga Online (2015) http://matangitonga.to/2015/06/27/taumafa-kava-royal-kava-circle

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Figure 7.1 Interchangeable equation for play, learning and development D E V E L O P M E N T

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The vast play forms gathered in the findings correspond to each of its unique learning and development form and sometimes overlapped into other forms. They were evident in the broad literature of learning development although certain aspects are context-specific to Tonga indicating how culture, religion, socio-political, ecological and economic status interplay to forge a common perceptual value of child play and its attribute to early learning and development.

In discussing culturally inclusive aspects, the +R Q-94R # 9 Tupulaki maps how children in Tonga holistically develop in the range of play activities and experiences they engage in on a daily basis whether in the home or at school. It offers a potential platform to widely recognise, talanoa and advocate for play as a comprehensive play-based approach to improve and increase learning. If so, parents and adults need to become more aware and proactive in their value and support of play. In the meantime, the unseen facets of physical and emotional play are not seen as learning or an added skill but an activity of pretense or bodily movement that hold no purposeful learning outcome. The ability of play to generate learning is still a work in progress in the mindset of some adults and ECE teachers. It

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APPENDIX C: Information Sheet for Talanoa

Q A Tongan Conceptualisation of Play and Learning in the Early Years

You are kindly invited along with nine (9) other participants to partake in a one-to-one talanoa session with the above named researcher at a time, place or venue convenient to you. The talanoa will focus and seek to acquire your contributive knowledge of the Tongan parental perception and attitude towards childhood play, the practice of play in your household and your understanding of the learning qualities of play for children ages 0-8 years. You are also required to provide an array of specific ethnographic images and photos of the play activities practised at home as part of your agreement to participate in the study.

The talanoa session will be acoustically recorded and transcribed word for word and returned to you for member checking. The information you share will be strictly confidential and accurately represented. No data or conclusions will be manipulated. From your contribution, the outcomes of the study will expectantly determine a contextual and cultural approach to learning for children in the early years and help determine what forms of play are appropriate for learning and development at this level. Findings of the project will be made available to you by request directly by the researcher upon successful completion and approval by the above named supervisor, FALE Post-Graduate Research Committee and the USP Research Office. At this time, publication of the study may also be available to the public.

You are under no obligation to accept this invitation. If you decide to participate, you have the right to:

Decline to answer any particular question; Withdraw from the study (specify timeframe); Ask any questions about the study at any time during participation; Provide information on the understanding that your name will not be used unless you give permission for this to the researcher; Be given access to a summary of the project findings when the project is concluded.

Researcher3 Q Q R -Havea

Phone: (+679) 941 5485 Email: [email protected] Signature: Date: September, 2015

335

(Tongan translation of Information Sheet for Talanoa)

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INFORMATION SHEET

Q A Tongan Conceptualisation of Play and Learning in the Early Years

You are kindly invited along with nine (9) other participants to partake in a focus group ( ) session with the above named researcher at the ECE center at the Tonga Institute of Education (TIOE). The will focus and seek to acquire your contributive knowledge of the Tongan teacher perception and attitude towards childhood play, the practice of play in your classroom and your understanding of the learning qualities proposed by play for children ages 0-8 years. The will be followed by an arrangement for the researcher to visit your classroom in order to participate and observe how the practice of play is carried out on a daily basis. The researcher also wishes to observe your children spontaneously play during the visitation course. You are also required to provide an array of specific ethnographic images and photos of the play activities practised in your classroom/school as part of your agreement to participate in the study.

The session will be video recorded and any information you share will be strictly confidential and accurately represented. No data or conclusions will be manipulated. From your contribution, the outcomes of the study will expectantly determine a contextual and cultural approach to learning for children in the early years and help determine what forms of play are appropriate for learning and development at this level. Findings of the project will be made available to you by request directly by the researcher upon successful completion and approval by the above named supervisor, FALE Post- Graduate Research Committee and the USP Research Office. At this time, publication of the study may also be available to the public.

You are under no obligation to accept this invitation. If you decide to participate, you have the right to:

Researcher3 Q Q R -Havea

Phone: (+679) 941 5485 Email: [email protected] Signature: Date: September, 2015

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i. Personal, self and skillful play

Left: Counting money learning to add and subtract. Basic numeracy skills. ; Tonga, 2016

Right: Rolling dough, measuring flour. Basic numeracy & coordination skills. Photograph courtesy of Catalina R ), )#$%V

Above: Arranging & matching colours and shapes. Practising coordination. Photograph 8 R ), )#$%6

Right: Cutting shapes and sizes. Exercising small muscle play. Photograph courtesy of Q : , Tonga, 2015

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ii. Relationship, social and confidence play

Left: Social guided play with peers and an 2 Q 0 ) Tonga, 2015

Above & below: Pretense with peers, solitary pretense, nurture play. Photograph courtesy of Q : ), )#$%F

Above: Pretense with peers cooking and domestic play. Q 0 ), ) 2015

Left: Social, relationship & physical play. Photograph courtesy of Q : , Tonga, 2015

343

iii. Intelligence, perceptive, language play

Left: Early literacy & print play. Fine-motor skills development. Photograph courtesy of Efe Haupeakui, Tonga, 2015

Above: Early literacy & print play. Fine-motor skills development. Photograph courtesy of Q : , Tonga, 2015

Above: Colour coordination play. Strengthening small muscles. Photograph courtesy of Q/ 0 , Tonga, 2015 Above: Early literacy, print play & speech play. Photograph courtesy of Q 0 , Tonga, 2015

344

iv. Health, well-being, bodily kinesthetic, energetic play

Below: Physical, muscle play. Photograph courtesy of Sione Tau Havea, Fiji, 2014

Above & below: Physical, balancing play. Photograph courtesy of 8 R CQ 0 ), )#$%6

Right: Physical, coordination play. Photograph courtesy of Q 0 , Tonga, 2015

345

v. Intra-empathy, inter-empathy and competitive play

Below: Inter-empathy, pretense with peers play. Photograph courtesy of , ; 0 )Tonga, 2014

Above: Inter-empathy play, physical & construction play. Photograph courtesy of Q : nga, Tonga, 2015

Above: Self, physical and chores play. Photograph courtesy of 8 R , Tonga, 2015

Right & above: Inter- empathy, pretense with peers, social, relationship & construction play. Photograph courtesy of Q : , Tonga, 2015

346

vi. Behaviour and values play

Left: Values play, greeting guests & formal speech play. Photograph courtesy of Q 0 , Tonga, 2015

Right: Behaviour, values & household chores play. Photograph courtesy of Q : , Tonga, 2015

Above & below: Behaviour, culture, values & moral skills play. Photograph courtesy of Q 0 CQ , Tonga, 2015

347

vii. Biblical, religious play

Left: Biblical, religious, social, values play. Reciting, & speech play. Photograph courtesy of Q 0 , Tonga, 2015

Right: Biblical, religious, values play. Singing & speaking play. Q Photograph courtesy of 0 , Tonga, 2015

Left: Biblical, religious, values, physical play. Singing, dancing & movement play. Photograph courtesy of Q 0 , Tonga, 2015

348

viii. Innovative, performance and artistic play

Above & below: Performance, social & cultural play. Photograph Q 0 courtesy of , Tonga, 2015 (Above & below) Performance, social, Biblical, religious & cultural heritage play. Photograph courtesy of Q 0 , Tonga, 2015

Below: Innovative, social & cultural play. Photograph courtesy of Q 0 , Tonga, 2015

349

ix. Cultural and heritage play

Left: Cultural, heritage, diversity, social, relationship, behaviour & values play. Photograph courtesy of Q 0 , Tonga, 2015

Above & below: Cultural, heritage, social, relationship, behaviour & values play. Photograph courtesy of Q 0 , Tonga, 2015

350

Above: Cultural, heritage, diversity, social, relationship, behaviour & values play. Photograph courtesy of Q 0 , Tonga, 2015

Above & below: Cultural, heritage, social, relationship, behaviour & values play. Photograph courtesy of Q 0 , Tonga, 2015

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