Service Learning in Early Childhood Education: In the Class of Curriculum Design and Practice
Bibliographic record
Abstract
Qualitative and quantitative research was conducted with undergraduate students majoring in early childhood care and education to explore the impact of service-learning on personal and professional development, as well as to assess satisfaction with the service-learning project. The data were gathered at a baby care center, where these students arranged games, through a questionnaire given to the students (N=37), a questionnaire given to parents who came with their children to the center (N=34), as well as reflection paper and report by the students on how they felt about the activity. The qualitative data were analyzed from five different aspects: (1). Enhancing students’ academic knowledge and skills, (2). Learning public service from the activity, (3). Cooperation and teamwork, (4) Benefits for children, (5) Suggestions of students afterwards. The findings of this research demonstrated that this service learning experience was beneficial for children, parents and the students, enhancing students’ academic knowledge, problem solving skills, as well as interpersonal development.
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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 | 0.069 | 0.042 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".