A Critical Investigation of Policy, Research, and Programs that Aim to Support Children’s Transition to Kindergarten in Quebec
Bibliographic record
Abstract
This article critically examines Quebec policy and programs related to children’s transition to kindergarten, with a particular focus on “hard to reach” families (Hong, 2009; Mapp et Hong, 2010): those that are low-income, have limited levels of formal education, are part of racialized groups, speak a mother tongue other than English or French, and/or are recent immigrants. A conceptual analysis of parent pedagogicalization (Popkewitz, 2003) and of the difference between the transition to school and school readiness is followed by a review of the literature on children from “hard to reach” families beginning school. Five themes are identified in the literature: socio-demographic characteristics and academic achievement, the neighbourhood environment, transition practices, parent perspectives, and classroom processes. The article concludes with implications for policy, practice, and further research in order to support children’s transition to kindergarten from a strength-based, as opposed to a deficit-oriented, perspective (Carr, 2001; Dahlberg, Moss & Pence, 2007; Swadener & Lubeck, 1995).
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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 | 0.007 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.015 | 0.007 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.002 | 0.002 |
| 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".