Centering Queer Joy in Early Childhood Classrooms by Co-Constructing Invitations to Play
Bibliographic record
Abstract
Children regularly play joyfully with notions of gender, sexuality, family, and community, through dramatic play, fantasy play, dizzy play, and role playing to make meaning of the identities and communities around them. In a study we conducted with white female early childhood educators in New Brunswick, Canada, we found that educators were concerned with parents’ imagined reactions to queerness or gender play in the classroom. We wondered: how might we support educators to center queer joy and resistance in their classrooms through play? We seek to center queer joy in ECE through the creation of‘ “Invitations to Play”—unstructured play spaces that are child-led and organized by educators. Through an examination of four Invitations to Play: 1) reading and role playing about gender joy, 2) centering queer families; 3) drawing our queer heroes; and 4) learning about community care as queer joy (how we can work together to make change, drawing on examples of joyful queer organizing), we explore how we made queer joy a space of playful inquiry. We hope that by sharing invitations to play, educators too will embrace the opportunity to play joyfully with queerness and resistance.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.008 | 0.013 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".