Debates on Early Childhood Policies and Practices
Bibliographic record
Abstract
History, infrastructure and capacity for early childhood development (ECD) policies in Central and Eastern Europe (CEE) and the Commonwealth of Independent States (CIS) have traditionally been positive and strong. The period of transition from Soviet control in the early 1990s was marked by economic decline, decrease in availability of services and reduced ECD outcomes. This chapter describes the approach of one international organisation to tackling challenges for young children and families in Uzbekistan. Findings indicated that a range of strategies - from home visits and one-to-one contacts to targeted community and service-provider engagement and national partnerships - delivered key messages about safe motherhood, public health and practice of child nutrition, sanitation and hygiene, psychological, physical and social development of children. Kindergarten enrolment was most neglected at 16.5 per cent of eligible children. By focusing on the most vulnerable children, families and communities and their health, social care and welfare needs, it was possible to scale up coverage and incorporate ECD for basic schooling. Postcolonial theory served as a tool to uncover forms of power and control that are old and new. © 2012 selection and editorial material, Theodora Papatheodorou.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.005 | 0.026 |
| Scholarly communication | 0.012 | 0.008 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.005 | 0.014 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".