
06325525
a
2014e.00312
Gasteiger, Hedwig
Professionalization of early childhood educators with a focus on natural learning situations and individual development of mathematical competencies: results from an evaluation study.
Kortenkamp, Ulrich (ed.) et al., Early mathematics learning. Selected papers of the POEM 2012 conference, Frankfurt am Main, Germany, February 2729, 2012. New York, NY: Springer (ISBN 9781461446774/hbk; 9781461446781/ebook). 275290 (2014).
2014
New York, NY: Springer
EN
D39
D31
D41
C31
early childhood mathematics
natural learning situations
play
assessment
pedagogical diagnostics
teacher knowledge
professional development
evaluation
early childhood educators
doi:10.1007/9781461446781_17
Summary: Today, there are many materials and learning programs for early childhood mathematics education. They differ considerably: Some have a strong instructive perspective on learning, whereas some focus on coconstructive elements. Providing children with sound basic mathematical prerequisites presents early childhood educators with considerable challenges  especially in the context of natural learning situations, where no prescribed procedure gives them the sense of security that they act in an adequate way. To support the educators in this important task and to encourage them to focus on a constructive perspective of learning with instructive elements only in case of individual support, a professional development program was designed and evaluated. Statistical analyses indicate that children whose educators were able to support children in their individual development due to a substantial knowledge of early mathematical development, and of ways of engaging young children in mathematics, improved their mathematical abilities compared to children belonging to a control group.