Are some feelings just too big for child care?: An exploratory study of Early Childhood Educator’s interpretations of internalizing and externalizing behaviours
Bibliographic record
Abstract
Young children are at high risk for exposure to trauma and adverse childhood experiences, yet mental health services are limited for this age group. Children’s emotional pain is manifested in their behaviours, which are referred to as externalizing (e.g., aggression) and internalizing (e.g., anxiety) behaviours. Early Childhood Educators (ECEs) are bound to encounter children who exhibit this type of behaviour without knowing what it could mean. Therefore, this online mixed method pilot study examined the interpretations that ECEs used to determine the causes of behaviour, and their awareness of emotional distress in very young children in three written case vignettes. It also explored the strategies that ECEs engage in when responding to a child in distress. The findings provide insight to the gaps in pre-service education on children’s emotional health, and communicates the need for a trauma-informed approach to childcare. Keywords: children’s mental health, behaviour, interpretation, trauma-informed approach
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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 | 0.005 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.006 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.004 |
| 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".