Bibliographic record
Abstract
This co-composed inquiry project reconceptualizes the idea of a community in early childhood contexts through working with clay. Building a sense of community is a dominant idea commonly brought up in early childhood care and education but is seemingly static and rarely reconsidered. To further delve into this idea of a community, one group of infants and toddlers at Simon Fraser University Childcare Society has worked with clay as a big block over several months. Thinking with place-based pedagogy, we attended to how our particular place – our program, identities, and community – becomes cultivated relationally and materially. This attention allowed us to move beyond viewing clay as modelling material and community as strictly human-centred. Working with clay became a vibrant social practice where our thinking, bodies, and relations with place are interconnected, transforming our understanding of how a community lives in our program, with each other and the world around us. By attending to the many ways in which a community has taken shape alongside our work with clay, the project aims to illuminate the complexities and possibilities of early childhood communities. Keywords: early childhood care and education, community, place-based pedagogy, clay, social practice
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.
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 | 0.001 | 0.001 |
| 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) | 0.000 | 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".