Preschool Teachers' Sensitivity to Mathematics in Children's Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs

Autor/inn/en	Anders, Yvonne; Rossbach, Hans-Günther
Titel	Preschool Teachers' Sensitivity to Mathematics in Children's Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 3, S.305-322 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2015.1040564
Schlagwörter	Preschool Teachers; Teacher Attitudes; Mathematics; Preschool Children; Play; Psychological Patterns; Pedagogical Content Knowledge; Foreign Countries; Questionnaires; Attitude Measures; Hypothesis Testing; Negative Attitudes; Likert Scales; Structural Equation Models; Statistical Analysis; Competence; Germany + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Mathematik; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Spiel; Pädagogische Kompetenz; Ausland; Fragebogen; Hypothesenprüfung; Hypothesentest; Negative Fixierung; Likert-Skala; Statistische Analyse; Kompetenz; Deutschland
Abstract	Without a doubt, math-related pedagogical content knowledge (PCK), pedagogical beliefs, and emotional attitudes are considered important dimensions of preschool teachers' professional competence. This research, however, documents that they are still understudied. This study focuses on certain aspects of the described dimensions: the sensitivity toward mathematical content in play-based situations, joy and interest in mathematics, the importance of mathematics as an educational area of preschool, and math-related emotional school experiences. The study explores the relationships among these factors with a group of 221 preschool teachers from 29 preschool centers in Germany. Background information, math-related school experiences, emotional attitudes, pedagogical beliefs, and aspects of PCK were obtained through a questionnaire. The findings of this study indicate that preschool teachers show some sensitivity toward mathematical content in play-based situations but do not show negative attitudes toward mathematics in general. Present joy and interest in mathematics are related to the rated relevance of preschool mathematics as an educational area. Their current emotional attitude toward mathematics predicts their sensitivity toward mathematical content. The results underline the importance of emotional aspects as facets of preschool teachers' professional competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01