Moving toward gender fluid discourses in early childhood settings: ECEs share their experiences and ideas
Bibliographic record
Abstract
The dominant, yet dated discourse surrounding gender has been discussed primarily using developmental theory. Over the last thirty years, scholars have been challenging this discourse, but this is often not reflected in practice. This qualitative study is informed by a phone interview and a focus group session with educators, who believe that adopting a more gender fluid perspective with children is important. Inspired by Queer theory, employing a critical paradigm and social justice framework, it investigates how a queering of current gender discourses is being incorporated into ECEC practice. By consulting educators, the research gains insight on how gender fluid discourses can be incorporated into the field of ECEC through learning how educators are already incorporating gender fluid discourses in a proactive manor with preschool age children in ECEC settings. In the findings, five main themes were identified focusing on materials, practices, parents, ECEs, and ECE education and support. Keywords: early childhood education and care, educators, gender fluid, reconceptualizing
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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 | 0.010 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.012 | 0.024 |
| Scholarly communication | 0.011 | 0.010 |
| Open science | 0.001 | 0.013 |
| Research integrity | 0.002 | 0.005 |
| 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".