Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations

被引：6

作者：

Wullschleger, Andrea ^{[1
]}

Lindmeier, Anke ^{[2
]}

Heinze, Aiso ^{[3
]}

Meier-Wyder, Anuschka ^{[4
]}

Leuchter, Miriam ^{[5
]}

Vogt, Franziska ^{[6
]}

Moser Opitz, Elisabeth ^{[1
]}

机构：

[1] Univ Zurich, Inst Educ, Zurich, Switzerland

[2] Friedrich Schiller Univ, Fac Math & Comp Sci, Jena, Germany

[3] Leibniz Inst Sci & Math Educ, Kiel, Germany

[4] Univ Appl Sci Special Needs Educ, Inst Special Learning Needs, Zurich, Switzerland

[5] Univ Koblenz Landau, Fac Educ, Landau, Germany

[6] Univ Teacher Educ, Ctr Early Childhood Educ, St Gallen, Switzerland

来源：

EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL | 2023年 / 31卷 / 02期

基金：

瑞士国家科学基金会;

关键词：

Kindergarten teachers; macro-adaptive learning support; micro-adaptive learning support; professional development; play-based mathematical learning; CHILD INTERACTIONS; METAANALYSIS; EDUCATION;

D O I：

10.1080/1350293X.2022.2081348

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：225 / 242

页数：18

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