Childcare quality and preschoolers' math development

被引：11

作者：

Choi, Ji Young ^{[1
]}

Dobbs-Oates, Jennifer ^{[1
]}

机构：

[1] Purdue Univ, Human Dev & Family Studies, 1202 West State St, W Lafayette, IN 47907 USA

来源：

EARLY CHILD DEVELOPMENT AND CARE | 2014年 / 184卷 / 06期

关键词：

preschool math; teacher education; teacher experience; teacher-child relationship; class math activity;

D O I：

10.1080/03004430.2013.829822

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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 teacherchild 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.

引用

页码：915 / 932

页数：18

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