The role of drawing and artful engagement in early childhood education: co-constructing meaning as curriculum
Bibliographic record
Abstract
The arts in early childhood education and care (ECEC) have in the past been treated as a separate subject understood simply as crafts or activities to occupy children. Through arts-based research with children in the field, this paper looks to expand upon notions of artful engagement as a social practice (Kind, 2014). Artful engagement in the early years is understood as a way of thinking with materials and artistic sensibilities in relationship with dynamic learning processes (Kind & Argent, 2020). The findings in this paper are based on a four-month qualitative research study in a licensed childcare center on Vancouver Island. Artful processes are considered through weekly engagement with drawing, movement, and photography with toddlers. Documentation is offered to illustrate the process of co-constructing knowledge (BC Ministry of Education, 2019, Berger, 2015). Narratives derived from the research offer considerations for the co-construction of meaning and curriculum, made possible through the work of pedagogical documentation (ECEBC, 2021). Dispositions of early childhood educators as co-learners with children are examined and offer alternate narratives of ECEC practice.
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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 | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.008 | 0.031 |
| Scholarly communication | 0.011 | 0.005 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".