TY  - JOUR
A1  - Pohle, Lara
A1  - Hosoya, Georg
A1  - Pohle, Jennifer
A1  - Meyer-Jenßen, Lars
T1  - The relationship between early childhood teachers' instructional quality and children's mathematics development
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - This study examined how early childhood (EC) teachers' instructional quality predicted children's development in mathematics across two measurement occasions. Therefore, EC teachers' (n = 25) instructional quality was assessed using one standardized observation instrument covering both domain-specific and general aspects of instructional quality. Additionally, data on children's (n = 208) outcome in early number skills was collected applying a standardized test. Multilevel structural equation modeling was used accounting for nested data. Children's age and the average size of preschool groups were controlled for. Results revealed that EC teachers' instructional quality predicted children's development but was not associated with their initial achievement. The findings suggest that instruments covering domain-specific and general aspects might be helpful in order to measure EC teachers' instructional quality in mathematics and predict children's learning growth. Understanding the mechanisms between instructional quality and children's development may help EC teachers to enhance their math teaching in practice.
KW  - Early childhood education
KW  - Early childhood teachers
KW  - Instructional
KW  - quality
KW  - Early mathematics development
Y1  - 2022
U6  - https://doi.org/10.1016/j.learninstruc.2022.101636
SN  - 0959-4752
SN  - 1873-3263
VL  - 82
PB  - Elsevier
CY  - Oxford
ER  -