El papel del juego en la educación infantil : Estado del arte
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
This document presents the results of the research carried out by the author on the role of play in early childhood education. The motivation for the research was based on the question ¿what do the documents of the last ten years in OECD countries refer to the role of play in early childhood education? by taking into account that - according to the various educational approaches analyzed - play in childhood is the most important strategy for the creation of social, cognitive and behavioral skills, in the context of the new education by competencies that UNESCO and OECD are dealing with today, in light of the impacts on education implied by the Fourth Industrial Revolution - 4IR, also known as education for the 21st century or Education 4.0. Consequently, several significant documents collected virtually are analyzed to illustrate the purpose of the research: to investigate the role of play in early childhood education, based on documents from the last ten years from China, Singapore, South Korea, Canada, Finland, United Kingdom, New Zealand, United States, France, Chile and Colombia, as OECD member countries. The conclusions show that, although there is a more or less unified consensus on the role of play in early childhood education from a pedagogical point of view, it is the practices - the didactic strategies, if you will - that diverge among the sources analyzed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.030 | 0.003 |
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