Storying worlds: Thinking and doing otherwise in young children’s story pedagogy
Bibliographic record
Abstract
Children's storied play, or in other words, their fictive world-building, has much to teach us with regard to understanding story and how story pedagogy might be otherwise shaped in curricular spaces. In this article, we explore this proposition by drawing on interconnected and entangled moments of children's outdoor storied play in a Canadian first-grade class. By mapping the children's movements within three storied-play encounters, we animate how what could appear as the most ordinary and mundane ways of composing story in outdoor, open-ended and make-believe play, offers a lively form of protestation to the predominant Western narrative paradigm of beginning-middle-end story structure. Bringing the three moments into conversation with literary theorist Marielle Macé's concept of narrative stylization, we attend to ways story lives and grows within children's storied and playful worldbuilding. Ultimately, we argue that limiting instructional methods to that which is centred around the objectification and rationalization of storying (i.e., typical beginning-middle-end story structure) can displace other pedagogical directions that recognize and extend the myriad ways in which stories are made, learned, and understood. We conclude the article with an exploration of how educators might promote and build upon the narrative stylizations - fiction-in-the-doing - that children are always already engaging in their storied play.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 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".