Investigating Nature-based Preschoolers Gains in Early Literacy and Select Executive Function Skills
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
These files contain the anonymized data and analysis files used in "Investigating Nature-based Preschoolers Gains in Early Literacy and Select Executive Function Skills".<br><br>The abstract for the paper is found below:<br> Nature-based education has grown exponentially throughout the United States. However, it has yet to be determined to what extent these programs are preparing children for formal schooling in kindergarten and beyond. This study directly assessed school readiness (i.e., early literacy and executive function) skills of children who attended a nature-based preschool (n = 82; M age = 47.75 months) in comparison to children in a non-nature preschool setting (n = 58; M age = 50.16 months) in the fall and spring of one school year. Nature-based classrooms were shown to spend, on average, two hours more outside than the non-nature classrooms. Children at both locations developed skills in early literacy and some aspects of executive function (e.g., working memory and inhibitory control) at similar rates. Other aspects of executive function, such as behavioral self-regulation, were associated with greater growth for children attending more conventional classrooms. This study suggests high-quality nature-based preschools can be successful at promoting many areas of children’s school readiness but may need to be more intentional when supporting the development of some aspects of executive function. <br><br>
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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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.002 | 0.001 |
| 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 it