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Improving the Quality of Adaptive Learning Support Provided by Kindergarten Teachers in Play-Based Mathematical Learning Situations

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Bibliographic Details
Title: Improving the Quality of Adaptive Learning Support Provided by Kindergarten Teachers in Play-Based Mathematical Learning Situations
Language: English
Authors: Wullschleger, Andrea (ORCID 0000-0003-4390-3835), Lindmeier, Anke (ORCID 0000-0002-2819-4375), Heinze, Aiso (ORCID 0000-0002-7408-0395), Meier-Wyder, Anuschka (ORCID 0000-0003-0703-2403), Leuchter, Miriam (ORCID 0000-0002-7962-6561), Vogt, Franziska (ORCID 0000-0002-2023-0431), Opitz, Elisabeth Moser (ORCID 0000-0002-5243-4770)
Source: European Early Childhood Education Research Journal. 2023 31(2):225-242.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Faculty Development, Preschool Teachers, Teacher Student Relationship, Interaction, Planning, Reflection, Mathematics Instruction, Preschool Education, Classroom Techniques, Foreign Countries, Kindergarten, Social Emotional Learning, Teaching Methods
Geographic Terms: Switzerland, Germany
DOI: 10.1080/1350293X.2022.2081348
ISSN: 1350-293X
1752-1807
Abstract: Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher-child interactions. The provision of effective adaptive learning support in kindergarten is challenging. This longitudinal experimental study examined the impact of two professional development programs on 132 kindergarten teachers. One program focused on teacher-child interactions (micro-adaptive learning support), the other on planning, preparation, and reflection (macro-adaptive learning support). Each program had a positive impact on the quality of the specific type of adaptive mathematical learning support provided by kindergarten teachers, macro or micro, it was designed to improve.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1388794
Database: ERIC
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Abstract:Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher-child interactions. The provision of effective adaptive learning support in kindergarten is challenging. This longitudinal experimental study examined the impact of two professional development programs on 132 kindergarten teachers. One program focused on teacher-child interactions (micro-adaptive learning support), the other on planning, preparation, and reflection (macro-adaptive learning support). Each program had a positive impact on the quality of the specific type of adaptive mathematical learning support provided by kindergarten teachers, macro or micro, it was designed to improve.
ISSN:1350-293X
1752-1807
DOI:10.1080/1350293X.2022.2081348