The relationship between early childhood teachers' instructional quality and children's mathematics development
- 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'sThis 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.…
| Verfasserangaben: | Lara PohleORCiD, Georg HosoyaORCiDGND, Jennifer Pohle, Lars Meyer-JenßenORCiD |
|---|---|
| DOI: | https://doi.org/10.1016/j.learninstruc.2022.101636 |
| ISSN: | 0959-4752 |
| ISSN: | 1873-3263 |
| Titel des übergeordneten Werks (Englisch): | Learning and instruction : the journal of the European Association for Research on Learning and Instruction |
| Verlag: | Elsevier |
| Verlagsort: | Oxford |
| Publikationstyp: | Wissenschaftlicher Artikel |
| Sprache: | Englisch |
| Datum der Erstveröffentlichung: | 10.06.2022 |
| Erscheinungsjahr: | 2022 |
| Datum der Freischaltung: | 24.01.2024 |
| Freies Schlagwort / Tag: | Early childhood education; Early childhood teachers; Early mathematics development; Instructional; quality |
| Band: | 82 |
| Aufsatznummer: | 101636 |
| Seitenanzahl: | 12 |
| Fördernde Institution: | German Federal Ministry of Education and Research [FKZ: 01PK15003A-C];; KoKoHs (Modeling and Measuring Competencies in Higher Education; -Validation and Methodological Innovations) |
| Organisationseinheiten: | Mathematisch-Naturwissenschaftliche Fakultät / Institut für Biochemie und Biologie |
| DDC-Klassifikation: | 5 Naturwissenschaften und Mathematik / 57 Biowissenschaften; Biologie / 570 Biowissenschaften; Biologie |
| Peer Review: | Referiert |
