A study of social skills development in newcomer, bilingual kindergarten students
Bibliographic record
Abstract
This study investigates the development of social skills in newcomer bilingual kindergarten students in Newfoundland and Labrador, Canada. It explores how these children develop social skills through interactions with their teachers, identifies barriers and facilitators in their development, and proposes ways to enhance educational settings to better support their social growth. The research addresses a central question: How do bilingual newcomer kindergarten-age children develop social skills? Sub-questions examine the factors that facilitate or hinder their social skills development in educational settings and how these environments can better support their social growth. Employing a qualitative phenomenological methodology, data were collected through interviews with teachers and parents of bilingual newcomer kindergarten-age children, supplemented by classroom observations. Thematic analysis of parent and teacher interviews revealed several challenges affecting the social skills development of these children, including the impact of limited English proficiency, negative emotions they might experience, the difficulties faced by newcomer parents in providing adequate support, cultural differences that hinder smooth integration, and the lack of sufficient preparedness in educational settings to support their social skills development. Additionally, the findings highlight the support available to bilingual newcomer children, the strategies educators use to nurture social skills, the importance of family engagement, and the role of cultural sensitivity in promoting inclusivity in education. Classroom observations were used to assess how these findings align with real-world practices. The study's findings offer valuable insights into how schools and educators can more effectively support the social development of bilingual newcomer kindergarten students. By fostering inclusivity, enhancing family engagement, and promoting cultural awareness, educational institutions can create more supportive environments that enable these students to thrive socially.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.012 | 0.005 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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".