Implications of Full Day Kindergarten Program Policy on Early Childhood Pedagogy and Practice
Bibliographic record
Abstract
Abstract The government of Ontario is instituting a comprehensive early learning system that moves childcare and the caring profession into the realm of education through the integration of early education and care. This paper highlights the need for the preservation of care and nurturing, the hallmarks of the “caring profession” within the integrated staff team in Full Day Early Learning in Ontario to ensure quality early child development outcomes and the prevention of the “schoolification” of early learning and care programs. Caring and nurturing are important elements of early childhood education practice and form the basis of effective early child development programs. The value of care in early learning, and recognition for the capacities that ECEs bring to integrated staff teams in early education must be reflected in education policy at a team, school, organizational and systems level to ensure successful staff integration and a caring learning environment that contributes to positive child outcomes.
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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 | 0.019 | 0.049 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.010 | 0.008 |
| Scholarly communication | 0.009 | 0.003 |
| Open science | 0.003 | 0.005 |
| Research integrity | 0.006 | 0.004 |
| Insufficient payload (model declined to judge) | 0.012 | 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 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".