Social development of primary aged children through a movement education program
Bibliographic record
Abstract
Unique in Canada, is a university based movement program offered to children \naged 1-12 which is diverse and inclusive in its design to foster healthy physical, \ncognitive, affective and social development. The purpose of this study is to investigate \nhow children's involvement in a weekly movement education program influences their \nsocial development. The primary-aged children involved in this research are participants \nin the university based Saturday morning program, The Children's Movement Program \n(CMP), in which creative dance, educational gymnastics and developmental games are \nemployed to enhance optimal development. The 15 participants were systematically \nobserved for 8 weeks as they naturally engaged in the program's activities. Interviews \nwere conducted with both children and their caregivers throughout the duration of the \nprogram. Particular attention was paid to the perceptions of caregivers regarding the \nadvantages of a program based upon principles of movement education. Results indicate \nthat participation in the program increases children's opportunity to interact socially and \naddress ways in which program content, pedagogy and context encourage social \ndevelopment. A figure was developed with these components to assist teachers in \ncreating inclusive and meaningful movement experiences. 'Content' is referred to as the \nmaterial to be learned or the desired outcome for the learner. 'Pedagogy' refers to the \nprocess in which the student will engage and 'Context' refers to the environment in \nwhich the experience occurs (eg. skating rink with playground balls). It is recommended \nthat each is thoroughly addressed individually for its potential in lesson design.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".