Cultivating childhood's space: a study of a schoolyard naturalization project
Bibliographic record
Abstract
This thesis is a phenomenologicd-herrneneutic inquiry into the meaning of an outdoor space as it is transformed from a traditional schoolyard into a naturalized area-a park.The thesis documents the meaning of the experiences of children.teachers and parents as they imagine and actualize the park as an outdoor pedagogic space.The thesis explores the meaning and significance of the park by highlighting some of the ways in which children and adults perceive space and the world differently.The thesis also addresses issues of world making and identity formation.the building of authentic community.and the importance of outdoor spaces in the creation of memory.It also examines different conceptions of nature and of the natural world: and finally.it outlines several socio-ecological factors that influence the relationship between children and their outdoor environments.'-every" child desires to structure a world in order to discover self.but it is in this creative process that the self.thought. is formed.I believe this is the hermeneutic notion Heidegger (1 977) expresses in his essay, "Building Dwelling Thinking", when he writes."The relationship between man and space is none other than dwelling, thought essentially" (p.359).I learn, too, that the grounds for subjectivity for yet another important figure in hermeneutic philosophy, Maurice Merleau-Ponty (1964). is 'giving form to what is not yet formed' and meaning to meaningless.This means that there is no self before there is a world.the subject or the self arrives while engaging in the process of formation and is therefore always in a constant state of arrival or becoming.These are CHAPTER ONE SOWING THE SEEDSThe world is ola home, our habitat, the materialization of our slrbjectivirq: FVhoever wants to become acquuinted with the lvorkl of teachers.mothers, farhers, and children shozild listen to [he langnge spoken by [he rhings in their lifee,vorlds, to ~vhihat rhings mean in this world.,Lfm van ~Llanen, Researchin Lived Erperience .The morning air was crisp and I hugged my arms as 1 glanced around for my jacket.It was sitting on a chair next to ~iane.'A piece of pancake clung to her fork as she waved it with the precision of a conductor's baton laughing as she spoke to carol.'The smell of bacon still lingered in the air as .len4poured the last of the batter onto the grill.I grabbed my jacket and wandered over to the building site.Mounds of dirt lay bare held in place by the enormous rocks that had been carefully placed the day before.sandyS \\.as barely noticeable in her khaki attire as she moved from side to side behind the Trees canadah truck directing the crane into position.The arm of the crane lifted slowly ascending into the clear blue sky.A tree hung from its taut wire.some sort of evergreen with long needles its roots wrapped in brown sackcloth.The tree swung through the air and Sandy ran after it leaping onto the berm.The other teachers were now standing a few steps in front of me looking on with the gleeful expressions of children.I heard Carol ' Diane is a pseudonym for one of the teachers who participated in this inquiry.Also.please note that the names of all teachers and children who pam'cipated in this inquiry have been changed throughout this thesis to pseudonyms. 5 Carol is a pseudonym for one of the teachers at Community School.len is a pseudonym for the Librarian at Community School.Sandy is a pseudonym for a representative from the Calgary Zoo.Trees Canada is one of the sponsors who donated trees to the schooiyard naturalization project.remark how it felt just like Christmas morning.Sandy wrapped her arms around the sackcloth as the crane gently lowered the tree onto the mound.The tree which had seemed so enormous just seconds before flying through the air lay motionless.It occurred to me.overhearing Carol.that the tree wasn't much bigger than a Christmas tree.We began tagging the plants sitting in the shade on the pavement next to the site.Water had just burst out of the sprinklers and was glistening in the sun as little droplets fell over the mounds moistening the rich earth.Across the field the first children were arriving with their parents carrying shovels and rakes.My husband's vehicle had just pulled up outside the fence of the schoolyard.He began unloading a wheelbarrow.~a r a h ' came running across the field towards me carrying her little pink watering tin.r\va%ived outfitted in a pair of bright red gumboots and a drooping sun hat dangling over her long braided hair.Parents and children.I noticed.were lining up over at the table where they were to receive job tags.a waterer.a planter.a digger and so on.The banner I had helped create within the past few days hung tenuously in the breeze behind the table.The mood of anticipation was growing ever stronger as more and more people arrived.The bustle of children's voices and laughter now filled the air.All of a sudden out of the comer of my eye.I noticed the flitter of movement in the air just beyond me.There was a little bird.no there were two!Robins.They dove in and out of the tree that had been placed by the crane.darting back and forth in the air as if they were playing tag.One settled for a moment on a branch of the tree and began preening itself with the droplets of water on the needles.Soon the bird resumed its dance Sarah is a pseudonym for my daughter who is in kindergarten at the time of this inquiry.Ava is a Grade One student who participated in this inquiry.' Riventone Park is not a pseudonym.It is necessary for me to use the actual name ofthe park because it is relevant to my participants and this thesis.' ' Ruth Sanderson (1991) The Enchanted CVood.Canada: Little, Brown & Company." I lived in Dallas for one year in 1995.The local residents told me that there were armed guatds patroIling the entranceways and halls to the high schools.1 aIso observed this on a televised newscast during my stay there.'b I only conducted two interviews with the children.The second interviews were conducted the weeks of May 10' and May 1 7h, 1999.'' Mark Twain.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.010 | 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".