Children’s Gendered Drawings of Play Behaviours
Notice bibliographique
Résumé
According to child psychologists, vital links exist between children's drawings and their emotional, social, and cognitive development (Gardner, 1982).Piaget and Inhelder (1956) stated that children's drawings provide a glimpse into their cognitive competence.Atkinson (1993), Holm Hopperstad (2008), Kress (1997Kress ( , 2003)), and Thibault (1997) stress the significance of drawing in their definitions of drawing as a semiotic activity wherein children draw signs and symbols.These drawings, according to Kellogg (as cited in Brooks, 2009, p. 319) follow a "consistent, universal, sequential progression over which adults had little influence."Furthermore, previous research has explored the important relations between drawings and play in educational settings (Anggard, 2005;Dyson, 1990).Dyson (1990) states that "drawing and play have critical roles in children's growth as symbol makers" (p.52).The ability to create abstract images or symbols coincides with abstraction and symbol systems used in school-based literacy such as science, math, reading, writing, and information technology (Athey, 1990;Barratt-Pugh & Rohl, 2000;Gifford, 1997).This process of visualizing ideas, concepts, and problems enables children to move to high levels of thinking (Brooks, 2009).Literacy research has explored the relation between the development of writing and drawing (Dyson, 1990;Kress, 1997).More specifically, sociocognitive developmental research has examined narrative as an organizational tool for learning (Richer, 1990).Egan (1989) advocates the story form as a cultural universal: This cultural universal reflects a form in which we make sense of and experience the world.These silent narratives of drawings and written stories embody children's inner worlds, and help them to make sense of and express their feelings and thoughts regarding themselves and others.Given the vast research that explores the ambiguous topic of children's play (Sutton-Smith, 1997), according to Richer (1990), the concept of play can be translated into two categories: (a) physical or athletic play (e.g., soccer), or (b) non-physical or non-athletic play (e.g., reading).Richer also extends this framework to include (a) competitive physical and athletic activities (e.g., competitive team sports such as tennis or more solitary activities such as golf), (b) cooperative physical activities (e.g., building a fort), or (c) autotelic or solitary physical activities (e.g., biking, solitary running).Developmental research on children's drawings suggests that during middle childhood, children are more likely to draw competitive rather than co-operative activities, and that voice and thought bubbles begin to appear more frequently in children's drawings during later childhood when cognitive abilities become more sophisticated (Jolley, Fenn, & Jones, 2004;Piaget, 1962; Willats, 2005).Gender-related findings regarding the content in children's play pictures suggests that some girls are more likely than boys to draw
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,002 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».