Children’s perceptions of their experiences in early learning environments: An exploration of power and hierarchy
Bibliographic record
Abstract
This qualitative study explores five children’s perspectives of their experiences in both a university laboratory school and in their current public school setting. The perceptions of the children, aged between 4 and 6, provide innovative and significant information on how early childhood education is being realised in Ontario, Canada, as the government’s full-day kindergarten curriculum is being fully implemented across the province. Children express their thoughts and opinions on their learning through semi-structured conversations and child-produced drawings. Employing the ‘new’ sociology of childhood, critical pedagogy and a child rights–based perspective as theoretical frameworks, an overarching theme of power and hierarchy is established throughout the children’s descriptions of their experiences in their current public elementary school setting. More specifically, this central theme of power and hierarchy, and how it is realised in classroom environments in order to regulate and control children, is explored through the children’s descriptions of space, pedagogical practice, rules, and their decision-making and influence on curriculum.
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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 | 0.009 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.009 | 0.018 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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".