A decolonizing approach to early learning: toddlers’ and preschoolers’ engagement with the land and indigenous ways of knowing
Bibliographic record
Abstract
In this study, we investigated toddlers’ and preschoolers’ engagement with their outdoor environment to acquire an understanding of their land-based knowledge during their weekly visits to a forest. The forest is situated on Coast Salish Indigenous territory in Canada. We also observed the pedagogical approaches used by the early childhood educator in that setting. This research is framed by land-based education which recognizes that land is the foundation for Indigenous cultural and traditional teachings; eco-cultural literacies which have the potential to enhance children's empathy for the natural world and more-than-human kin; as well as posthumanism and common worlding pedagogies. The purpose of this study was to acquire insight into the children's perspectives on their land-based experiences through drawings, conversations, and stories. Findings revealed the children's developing understanding of their outdoor environment and local Indigenous knowledge. This study provides insight on how we can advance reconciliation in Canada by supporting young children's engagement and entanglement with more-than-human kin and Indigenous land-based knowledge in meaningful ways.
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.
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 | 0.009 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".