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

Autor/inn/en	Wullschleger, Andrea; Lindmeier, Anke; Heinze, Aiso; Meier-Wyder, Anuschka; Leuchter, Miriam; Vogt, Franziska; Opitz, Elisabeth Moser
Titel	Improving the Quality of Adaptive Learning Support Provided by Kindergarten Teachers in Play-Based Mathematical Learning Situations
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 2, S.225-242 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wullschleger, Andrea) ORCID (Lindmeier, Anke) ORCID (Heinze, Aiso) ORCID (Meier-Wyder, Anuschka) ORCID (Leuchter, Miriam) ORCID (Vogt, Franziska) ORCID (Opitz, Elisabeth Moser)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2081348
Schlagwörter	Faculty Development; Preschool Teachers; Teacher Student Relationship; Interaction; Planning; Reflection; Mathematics Instruction; Preschool Education; Classroom Techniques; Foreign Countries; Kindergarten; Social Emotional Learning; Teaching Methods; Switzerland; Germany + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Ablaufplanung; Planungsprozess; Mathematics lessons; Mathematikunterricht; Klassenführung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schweiz; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01