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

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Authors
Lindmeier, Anke
Heinze, Aiso
Meier-Wyder, Anuschka
Leuchter, Miriam
Moser Opitz, Elisabeth
Author (Corporation)
Publication date
06.06.2022
Typ of student thesis
Course of study
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
European Early Childhood Education Research Journal
Special issue
DOI of the original publication
Link
Series
Series number
Volume
Issue / Number
Pages / Duration
1-18
Patent number
Publisher / Publishing institution
Routledge
Place of publication / Event location
Edition
Version
Programming language
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Practice partner / Client
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.
Keywords
Kindergarten teachers, Macro-adaptive learning support, Micro-adaptive learning support, Professional development, Play-based mathematical learning
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Project
Event
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ISBN
ISSN
1350-293X
1752-1807
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
'https://creativecommons.org/licenses/by-nc-nd/4.0/'
Citation
WULLSCHLEGER, Andrea, Anke LINDMEIER, Aiso HEINZE, Anuschka MEIER-WYDER, Miriam LEUCHTER, Franziska VOGT und Elisabeth MOSER OPITZ, 2022. Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations. European Early Childhood Education Research Journal. 6 Juni 2022. S. 1–18. DOI 10.1080/1350293X.2022.2081348. Verfügbar unter: https://doi.org/10.26041/fhnw-4570

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