An Exploratory Study of Kindergarten Children’s Understandings About the Pedagogical and Social Nature of Kindergarten
Notice bibliographique
Résumé
This study was conducted to investigate what children saw as the pedagogical and social purposes of their kindergarten experiences during the 2010-2011 school year when education in Ontario began a transition in the length and focus of kindergarten programs. In a large suburban region of Ontario, junior kindergarten (JK) children and senior kindergarten (SK) children (N=263) from kindergarten programs in 12 elementary schools were interviewed, with sampling from the new Full-Day Early Learning Kindergarten Program (FDELK) as well as from traditional kindergarten programs where it had not yet been implemented. Using a puppet technique, children were interviewed about the pedagogical aspects of kindergarten, such as what activities they liked and what they felt were important, and what their teachers did. They were also asked about the social nature of kindergarten, for example how they would solve social problems in kindergarten, including dealing with social conflicts involving themselves and other children. Children’s responses to interview questions demonstrated that they distinguished between ‘play’ and ‘work’ (academic skills such as pre-reading and numeracy), in the activities they favoured (play) and in those they saw as being important (work), and in what they perceived their teachers do (work). The study showed a relationship between children’s responses to the interview questions and higher receptive vocabulary and early reading ability scores. Children who mentioned work-related concepts and who reported multiple strategies in peer conflict situations had higher scores in vocabulary and early reading. A common theme across most children’s responses was the importance that they attached to learning rules and to following them. Children associated their teachers’ roles with behaviour guidance and rule enforcement in addition to leading instruction and distributing academic work. Few children mentioned that their teachers’ role was to play with them. There were slight demographic differences found in this study. SK children’s pedagogical perceptions were work- and rule-related, and social perceptions included more strategic solutions to conflict in comparison to JK children. English language learners (ELL) were more likely to mention play and work to be important, and their teachers’ role to be work-related compared to English first language children (EFL).
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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 | 0,003 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,005 | 0,005 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
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 ».