Supporting Young Children’s Learning in a Dramatic Play Environment
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Vygotsky and his followers believe that make- believe play is the leading activity in preschool, kindergarten, and the early primary grades. Play-based curricula are common in early childhood classrooms today, but what does this look like in practice? Does it mean that children get some time for free play in centres between blocks of direct instruction? What could learning in a play-learning environment look like? Prospective ECE teachers often show difficulty integrating play for learning. In their experiences, play is often something to do in between their guided instruction. In this paper I challenge those beliefs and show, based on an example, how learning and teaching are possible through play when the whole classroom is transformed into a museum. Teachers will not only be addressing curricular goals, but also encouraging imagination, creativity, social development, and many other learning goals at the same time. Based on Vygotsky’s theory on play, I present ways to enrich, support, and foster play while learning within a play-learning environment. </span></p></div></div></div></div>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 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 it