Examining kindergarten teachers' beliefs about the relationship between play-based learning and children's self-regulation
Bibliographic record
Abstract
Interactions in play-based learning between the children and the materials, the children with each other and the children with the teacher is not something that can be scripted or packaged. However, these complex interactions can be closely examined to ensure the learning is maximized including children's development of self-regulation competencies. The study used action research to examine teachers' beliefs about the connections between play-based learning and children's self-regulation and their thinking about practice. Findings indicated that when teachers moved away from a didactic model they stopped themselves from listening for a predetermined skill. Instead the pariticpants used strategies such as putting a critical lens on the amount of teacher talk, waiting more for children to respond or even speak first, observing how children co-construct their learning and thinking more deeply about the children who are communicating non-verbally. As a result, the teachers observed and learned about children's extensive knowledge, sophisticated thinking and self-regulation during their play.
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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 | 0.004 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".