A Professional Development Program to Improve Math Skills among Preschool Children in Head Start

Autor/inn/en	Brendefur, Jonathan; Strother, Sam; Thiede, Keith; Lane, Cristianne; Surges-Prokop, Mary Jo
Titel	A Professional Development Program to Improve Math Skills among Preschool Children in Head Start
Quelle	In: Early Childhood Education Journal, 41 (2013) 3, S.187-195 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-012-0543-8
Schlagwörter	Mathematics Achievement; Number Concepts; Professional Development; Early Intervention; Mathematics Skills; Preschool Children; Disadvantaged Youth; Mathematics Activities; Knowledge Level; Preschool Teachers; Concept Formation; Comparative Analysis; Program Effectiveness; Problem Solving; Spatial Ability; Measurement + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Number concept; Zahlbegriff; Mathematics ability; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Wissensbasis; Erzieher; Erzieherin; Kindergärtnerin; Concept learning; Begriffsbildung; Problemlösen; Räumliches Vorstellungsvermögen; Messverfahren
Abstract	The purpose of this study was to examine the effects on four-year-olds' knowledge of mathematics by introducing professional development and center-based mathematics activities around four mathematical domains to early educators' teaching in Head Start programs. Because of the need to provide necessary mathematical experiences to young children to improve their early understanding and skills and provide the foundation for future success in mathematics, we provided the treatment group of early educators with professional development and center-based activities to promote four critical areas in mathematics. By randomly selecting Head Start centers to participate as the treatment group or control group, we were able to examine the effects of the professional development and set of activities on preschool children's knowledge over a six-month period. We found children in the treatment group were more fluent and flexible with number concepts, were better at solving contextual problems, and had better measurement and spatial abilities than children in the control group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11