Predicting Children?s Development. Do Early Childhood Teachers' Professional Knowledge and Emotions Matter?

Autor/inn/en	Pohle, Lara; Meyer-Jenßen, Lars
Titel	Predicting Children?s Development. Do Early Childhood Teachers' Professional Knowledge and Emotions Matter? Gefälligkeitsübersetzung: Die Entwicklung von Kindern vorhersagen.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, (2025) online first, November 2025, 12 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2190-6262
DOI	10.1026/0049-8637/a000310
Schlagwörter	Erziehung; Angst; Kindergarten; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Berufliche Kompetenz; Leistung; Spaß; Kindergartenerzieher; Kindergartenkind
Abstract	This study examined how early childhood (EC) teachers? mathematical content knowledge (MCK), mathematical pedagogical content knowledge (MPCK), mathematics anxiety, and mathematics enjoyment predicted children?s development in mathematics across two measurement occasions. Data on EC teachers (n = 25) and children (n = 236) was analyzed using multilevel structural equation modeling in order to account for the nested data structure. Children?s age was included as control variable. Results revealed that none of EC teachers? variables predicted children?s development while MPCK and mathematics enjoyment predicted their initial achievement. EC teachers? professional knowledge and emotions might be too distal to children?s outcome in order to directly predict children?s development. Instead, more proximal EC teacher variables (e. g., instructional quality) might be better suited. The present study offers valuable insights into the complex relationship between teacher variables and children?s mathematics development. Its methodological and content-related considerations make it a valuable reference for future research. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3