School readiness: the contributions of parent self-reported beliefs/practices and child preschool participation
Bibliographic record
Abstract
This study examined the contributions of parent self-reported beliefs and practices and preschool participation to the school readiness of children in Northumberland County, Ontario. The concept of school readiness in Canada was framed in a 1997 federal Speech from the Throne. In the province of Ontario early years policy was further shaped by the McCain and Mustard (1999) Early Years study, which concluded that the period between birth and age six is critical for linguistic and cognitive skill development. A theoretical model of factors influencing the school readiness of young children was developed, including an initial framework of six latent factors. The Preparation for School Experiences (PSE) survey was developed to measure these factors, along with family demographic information and child participation in preschool opportunities. Data were collected from the preschool providers through a preschool opportunity provider survey and analyzed using mixed methods analysis. Seventy-eight parent survey items were pilot tested and findings from an exploratory factor analysis provided evidence for a five factor solution. A refined PSE parent survey comprising 34 items was administered during the main study phase. Results from exploratory and confirmatory factor analyses provided evidence for a further refined 4-factor solution. High internal consistency scores supported the retention of 4-factors (literacy-numeracy development, social interaction, child independence and parent trust for school) and low internal consistency scores supported the removal of the physical development factor from the PSE survey. Initial evidence of predictive validity of the PSE survey was presented based on structural modeling of survey results on a subsample of scores from the Peabody Picture Vocabulary Test (PPVT-III). Parent practices that supported the development of a child's literacy skills were a significant predictor of school readiness, as measured by the PPVT-III. Significant relationships of certain preschool opportunities to the school readiness of children in Northumberland County were also demonstrated through general linear modeling techniques.
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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 | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".