QUALITY OF PHYSICAL ENVIRONMENT IN PRESCHOOLS IN INFORMAL SETTLEMENTS IN NAIROBI CITY COUNTY IN KENYA: IMPLICATIONS ON CHILDREN’S DEVELOPMENT AND EDUCATION
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
The quality of the physical environment in a school for young children enhances their development and education.This is because it makes them feel safe, comfortable, increases their concentration, reduces absenteeism and leads to better child health.The Kenya Basic Education Act of 2013 and Early Childhood Development Service Standard guidelines of 2006 state that there should be appropriate facilities in educational institutions for young children.The policy documents further provide that facilities in early childhood programmes should meet standards such as adequacy, durability, safety and userfriendliness in order to enhance children's development and education.Despite the policies being in place, the provisions are yet to be fully implemented in preschools in informal settlements.This paper presents results from a study conducted in preschools in informal settlements in Nairobi City County, Kenya.The preschools offer alternative care and education for children who cannot access public preschools, complementing the effort of the county government in providing early childhood education.The study aimed to explore the quality of physical environment in preschools in the informal settlements and pinpoint implications on children's development and
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| 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 it