Quebec Kindergarten Teachers' Perspectives on Play-Based Learning
Bibliographic record
Abstract
With play recognized globally as a tool to promote children’s development and academic learning, the Quebec provincial government has given play a central role in their preschool \neducation program. However, kindergarten teachers are given little information on their roles during children’s play and teachers are left to determine how and the extent to which they should \nintegrate play in their classrooms. This study aims to gain a better understanding of Quebec kindergarten teachers’ beliefs about play-based learning, their roles during play, and their views \nabout Quebec’s mandated free play periods. Through case studies, four Quebec kindergarten teachers were interviewed and profiles were created. The profiles display the teachers’ perspectives of play and demonstrate how their beliefs affect their roles during the children’s play and their implementation of play in the classroom. Results reveal a lack of clarity amongst the teachers in defining play and play-based learning, and disagreements over the appropriate level of adult involvement - although the teachers all believe in taking on active roles during their students’ play. The profiles also reveal the teachers’ beliefs regarding the benefits of play and the issue of accountability required of kindergarten classrooms. Overall, the four kindergarten teachers interpret and present play very differently in their classrooms. The results \nsupport the need for clearer and more consistent definitions of play-based learning and detailed information of the roles of adults during play, both in research and in the Quebec Educational \nProgram to enhance the practice of play and play-based pedagogies in kindergarten classrooms.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.013 | 0.005 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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".