Making numeracy and literacy learning visible in play-based publicly funded programs
Bibliographic record
Abstract
There is an increased movement toward locating early childhood programs within school environments. However, there remains some tension between long-held perceptions of play and the realities of play-based pedagogies, resulting in increasing pressure for evidence of outcomes in academic skills, such as numeracy and literacy. This study seeks to provide pedagogical examples of how numeracy and literacy skills are operationalized and supported within a play-based early learning environment in Nova Scotia (Canada). Using a photo elicitation methodology, 17 early childhood educators working in Pre-primary Programs with children aged 4-5 years old participated in a series of six virtual focus groups that included information sharing, discussions of photos of the participants learning environments, and participant-led analysis. Participants across all groups shared photo examples of numeracy and literacy learning occurring during child-initiated play and discussed their perceptions of what supported and hindered their ability to support numeracy and literacy learning during play and their ability to share these beliefs and observations. The results provided a range of rich and diverse examples of numeracy and literacy learning through play and the crucial role of the early childhood educator within the context of the school-based early childhood programs.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.002 | 0.002 |
| 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".