To weave together - play and learning in early childhood 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 aim of this study is to investigate the teachers’ contributions to the integration of play and learning in different pedagogical practices. Particular attention is paid to aspects such as, creativity and fantasy, power and control, and their significance when integrating play and learning. The foundation for the analysis is an investigation into the relation between play and learning in eight Swedish preschools, after-school centres and schools and what this means to children and teachers. The hermeneutic analysis was focusing on an understanding of learning and play processes in children’s and adults’ creation of meaning. From data three different kinds of interplay were found. Two of these are labelled explorative and narrative interaction, in which we claim that there is room for play and learning and for experiences of creativity, fantasy and control. The third formalistic interaction gives little opportunity for these aspects to be expressed. The results will here be discussed related to the preconditions for being successful in integrating play and learning into a new goal-oriented approach with young children.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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