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

descriptionPublicationkeyboard_double_arrow_right Article , Other literature type 06 Jun 2022Embargo end date: 16 Jun 2022 Switzerland, Switzerland English Publisher:Informa UK LimitedJournal:European Early Childhood Education Research Journal, volume 31, pages 225-242 (issn: 1350-293X, eissn: 1752-1807,

Copyright policy )Funded by:SNSF | Spectroscopic characteriz..., DFG | unidentified

Authors: Wullschleger, Andrea; Lindmeier, Anke; Heinze, Aiso; Meier-Wyder, Anuschka; Leuchter, Miriam; Vogt, Franziska; Moser Opitz, Elisabeth;

doi: 10.1080/1350293x.2022.2081348 , 10.18747/phsg-coll3/id/1735 , 10.5281/zenodo.7628110 , 10.5167/uzh-219034 , 10.26041/fhnw-4518 , 10.5281/zenodo.7628111

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

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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.

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Switzerland, Switzerland

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Keywords

Micro-adaptive learning support, micro, adaptive learning support, Play-based mathematical learning, Kindergarten teachers, Professional development, based mathematical learning, Macro-adaptive learning support, 10091 Institute of Education, macro, 370 - Erziehung, Schul- und Bildungswesen, micro-adaptive learning support, macro-adaptive learning support, play, 370 Education, professional development, play-based mathematical learning

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