Assembling kindergarteners’ agency during classroom free play time
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
Countless studies have documented that free play is an ideal space for children to exercise agency and become independent individuals. However, the narrative of free play within Canadian schools remains problematic. Drawing from relational lenses (Oswell, 2013), we adopted the construct of entanglement (Deleuze & Guattari, 1987) to explore how children's agency manifested during kindergarten free play time. A qualitative research design utilizing action research methodology (Stringer, 2014) was used to invite kindergarten teachers and education stakeholders to participate in the study. Participants came together in eight focus groups where the teacher-researchers shared evidence about how play happened in their classrooms. Thematic analysis (Babbie, 2010) revealed that kindergarteners' agency was entangled in free play scenarios where children felt safe; further, daily encounters with free play time became a significant assembled piece for children's agency capacity to unfold. The study also indicated that teachers' perceptions, the allocation of time, and the design of classroom spaces permitted children to enact their expressions of agency. The study suggests that renegotiating the discourse of free play as a relational space for kindergarteners' agency capacity to be practiced could shift the ways free play is defined within Canadian kindergarten classrooms and school policies.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 |
| 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 | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it