INTRODUCTION TO THE SPECIAL ISSUE ON MATERIALITY IN EARLY CHILDHOOD STUDIES
Bibliographic record
Abstract
Materials live in the world in multiple ways. They can evoke memories, narrate stories, invite actions, and communicate meanings. Materials and objects create meeting places. In early childhood education we gather around things to investigate, negotiate, converse, and share. Materials – a block of clay, pots of paint, a brush, a colourful wire, a translucent sheet of paper, a rectangular block – beckon and draw us in. Materials are not immutable, passive, or lifeless until the moment we do something to them; they participate in our early childhood projects. They live, speak, gesture, and call to us. (Kind, 2014, p. 865 of this issue) This special issue of the International Journal of Child, Youth and Family Studies (IJCYFS) focuses on non-traditional approaches to materiality in relation to learning in early childhood education. The articles emerged, in large part, from a three-year study funded by the Social Sciences and Humanities Research Council of Canada (SSHRC), entitled Encounters with Materials in Early Education, through which the editors conducted a visual ethnography study in two early childhood centres in Western Canada. That research provoked interest in exploring more broadly how notions of materiality are taken up in different contexts.
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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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 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".