Childcare Quality and Preschoolers' Math Development

Autor/inn/en	Choi, Ji Young; Dobbs-Oates, Jennifer
Titel	Childcare Quality and Preschoolers' Math Development
Quelle	In: Early Child Development and Care, 184 (2014) 6, S.915-932 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.829822
Schlagwörter	Preschool Children; Mathematics Achievement; Child Care; Educational Quality; Teacher Student Relationship; Mathematics Activities; Teaching Experience; Achievement Gains; Incidence; Teacher Qualifications; Questionnaires; Telephone Surveys; Interviews; Mathematics Tests; Hierarchical Linear Modeling; Student Characteristics; Correlation; Aptitude Treatment Interaction; Indiana + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Achievement gain; Leistungssteigerung; Vorkommen; Lehrqualifikation; Fragebogen; Telephone interview; Telefoninterview; Interviewing; Interviewtechnik; Korrelation
Abstract	This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators of childcare quality were examined. Findings indicated that teacher-child closeness was positively associated with math gains, and the main effect was moderated by teacher experience: the association between teacher-child closeness and gains in math was weaker for children with more experienced teachers. Findings also showed that the frequency of math activities related to shapes and patterns were positively related to gains in math, while none of the other frequencies of math-related activities were significant. Lastly, teacher's experience was negatively associated with early math development. Policy implications were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10