Landscapes of Identity: Young children and the visual arts | Paysages identitaires : jeunes enfants et arts visuels
Bibliographic record
Abstract
Abstract: This research investigated how early childhood teachers responded to young children’s cultural and ethnic diversity through the visual arts. The visual arts are a critical means through which children’s cultural ways of knowing can be communicated and made visible. This was a key discovery from a research project underpinned by the New Zealand early childhood curriculum, Te Whāriki, which cites cultural diversity as a central principle, and motivated by statistics in the 2013 New Zealand Census that showed a strong demographic contrast between the ethnicities of the youthful and adult populations. The research findings presented the teacher participants’ understandings of culture and ethnicity and their interpretation of the multi-faceted and complex ways children’s visual artwork expresses children’s cultural and ethnic identities. Fragments of the artworks were interwoven within a tapestry to visualise these complex and multi-faceted findings.Keywords: Early Childhood Education; Visual Arts; Cultural and Ethnic diversity Résumé : Cette recherche tente d’identifier de quelle façon les éducateurs de la petite enfance réagissent face à la diversité culturelle et ethnique des enfants par le biais des arts visuels. Les arts visuels sont un medium essentiel pour transmettre et rendre tangibles les voies culturelles du savoir chez les enfants. Il s’agit d’une découverte importante faite dans le cadre d’un projet de recherche soutenu par le programme d’étude TeWhāriki de la petite enfance en Nouvelle-Zélande, qui fait de la diversité culturelle un principe fondamental, sur la base de statistiques issues du Recensement néozélandais de 2013 qui met en évidence un contraste démographique important entre les populations de jeunes enfants et d’adultes. Les résultats de cette recherche illustrent les perceptions culturelles et ethniques des enseignants participants et leur interprétation des voies complexes et à multiples facettes utilisées par les jeunes enfants pour exprimer leur identité culturelle et ethnique à travers leurs œuvres artistiques. Des fragments de ces œuvres ont été regroupés dans une tapisserie pour mieux illustrer ces résultats complexes et à multiples facettes (Figure 1).Mots-clés : éducation de la petite enfance ; arts visuels ; diversité ethnique
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.007 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 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".