Parent and preschool teachers’ perceptions of the transition to school during the Covid-19 pandemic in Québec
Bibliographic record
Abstract
This presentation describes results of a study on the transition to preschool (kindergarten) in Autumn, 2020, in Québec (Canada). Previous research on the transition has identified challenges related to communication between teachers and families (Perry et al., 2017). Research on the transition during the pandemic has identified additional challenges related to supporting children \n(Bakopoulou, 2022). The project uses Rimm-Kaufmann & Pianta’s (2000) Ecological and Dynamic Model of Transition and Griebel & Nielsen’s (2013) Co-construction Model to understand relationships during the transition process and acknowledge the expertise of all actors. This mixed methods project involved online questionnaires regarding relationships, perceived facilitators, and challenges \nthat were completed by 295 parents (13 fathers) and 110 kindergarten teachers. Quantitative data were analyzed descriptively, and qualitative data were coded for themes. Both analyses were abductive (Anadón & Guillemette, 2006). All standard ethical procedures (e.g., university ethics review board approval) were followed. Participants accessed the questionnaire by following a hyperlink. The completion of the questionnaire led to implicit consent. All questions were answered anonymously and voluntarily. For most parents, the relationship and interactions experienced with their child (and their child's teacher) during the transition were positive. For the majority of the teachers, their relationships with children and parents had to be modified during this transition due \nto health measures. Challenges mentioned by participants include communication difficulties, insufficient information, and limited opportunities for discussion. While results echo pre-pandemic research findings, adaptations during the pandemic can contribute to improving transition practices and parent-teacher communication post-pandemic.
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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 | 0.001 |
| Science and technology studies | 0.009 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".