"Kind hands, Kind face": an analysis of how pre-school practitioners use children's group behaviour to extend their social and emotional learning
Bibliographic record
Abstract
Social and emotional competence relates to children’s ability to process and understand their experiences and their ability to utilise this throughout their lives. Rooted in theories of multiple intelligence, social and emotional competence is said to reach far beyond measures of attainment in understanding children’s wellbeing. This study aimed to explore how social and emotional learning (SEL) develops at pre-school stage, considering practitioner involvement in planned and naturally occurring learning. The triangulated qualitative methodologies involved observations, interviews, and focus groups with an identified focus on learning strategies used by the adults in the setting. Thus the intention was to research practitioner views of SEL, observe interventions used to develop SEL in children, and understand children’s experiences through observing them in social learning situations. The research observes a fundamentally consistent ethos encompassing expectations of staff about children, and concludes with an unexpected finding; that having processed such consistent messages, children themselves began to police their own environment.
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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 | 0.003 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.006 | 0.005 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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".