A Review of Curricula: Examining Early Childhood Policies and Practices to Foster Self-Regulation
Bibliographic record
Abstract
Attention ability is an area of self-regulation that is particularly prominent in the literature on children's transition to and experiences in early childhood classrooms Attention abilities play a strong role in supporting children's ability to focus on relevant learning activities, while inhibiting distracting stimuli Based on the emerging literature on the important role of self-regulation in supporting learning and healthy child development, policy makers have made efforts to include self-regulation skills in practice and policy documents worldwide Despite these efforts, there is limited understanding of what self-regulation is and how best to support it in the day-today life of a classroom. Thus, it becomes important to systematically analyze and examine these efforts in a critical way. Therefore, the objective of this research is twofold: 1) to examine how self-regulation is discussed and promoted in early childhood curriculum frameworks, and 2) to develop and disseminate recommendations based on improving clarity of the practice-orientated conceptualization of self-regulation derived from early years policy documents. In order to understand how this shift towards fostering self-regulation in early childhood is developing in Ontario, our team engaged in a scan of relevant documents generated in Ontario. After mining down into how self-regulation is represented in Ontario documents, we also examined other provinces and international documents, in order to provide a context for our findings.
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How this classification was reachedexpand
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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".