Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers: The role of activity settings

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Research Quarterly Pub Date : 2024-09-14 DOI:10.1016/j.ecresq.2024.09.003

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Abstract

This study is part of the ‘EarlyMath’ project, in which two teacher trainings, identical in terms of method and scope, but different in terms of focus and content, were developed to enhance global and math-specific teacher–toddler interactions in early childhood education and care (ECEC). We aimed to answer two questions: (1) Do teacher trainings improve global and math-specific interactions and (2) does this improvement differ in distinct activity settings (free play vs. structured activity)? Teachers from 95 toddler classrooms were randomly assigned to three groups: math-focused intervention (MIG), general intervention (GIG), and control (CG). The training was structured through nine modules emphasizing practical aspects, which included video analyses and role-plays. The results showed that the teacher training improved math-specific interactions in the MIG during free play, but not during structured activities. Global interaction quality did not significantly improve in either intervention group compared to the control group. This study highlights the potential of teacher training to enhance interactions in ECEC by emphasizing the specific role of activity settings.

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通过对幼儿教师进行干预，改善教师与幼儿之间的全面互动和数学互动：活动环境的作用

本研究是 "早期数学 "项目的一部分，该项目开发了两种教师培训，在方法和范围上相同，但在重点和内容上不同，目的是加强幼儿教育和保育（ECEC）中教师与幼儿之间的全面和数学互动。我们的目标是回答两个问题：(1) 教师培训是否能改善教师与幼儿之间的全面互动和数学互动；(2) 这种改善在不同的活动环境（自由游戏与结构化活动）中是否有所不同？来自 95 个幼儿班级的教师被随机分配到三组：数学干预组（MIG）、一般干预组（GIG）和对照组（CG）。培训分为九个模块，强调实用性，包括视频分析和角色扮演。结果显示，教师培训改善了 MIG 在自由游戏中的数学互动，但没有改善结构化活动中的数学互动。与对照组相比，干预组和对照组的整体互动质量都没有明显改善。这项研究通过强调活动环境的特殊作用，突出了教师培训在增强幼儿保育和教育中互动的潜力。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.