Children’s multimodal participation in interactions and dialogues across different activities in an earlychildhood education and care setting
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Early childhood education and care (ECEC) settings are challenging contexts for children to engage in conversations. According to previous studies, toddler participation is minimal. However, most studies have focused on vocal productions. This study investigates how gestures also enable children to participate in interactions. From video recordings of three types of activities (mealtime, playtime, booktime) in a French ECEC, we systematically categorised utterances as being vocal, gestural or multimodal. One third of the utterances was produced by children. In mealtime and playtime, most utterances contained a vocal production, while in booktime, most contained a gesture. Gestural utterances were only addressed to professionals. The qualitative analysis of two sequences further highlights how gestures enable the building of joint attention, the co-construction of dialogic exchanges and the engagement of some children as observers. Taking gestures into account sheds new light on children’s participation in interactions and dialogues in ECEC.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| 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 it