Mathematical Development and the Impact of Interaction Quality in Early Child Care and lasting effects (EarlyMath II)

获得数学能力的基础在很小的时候就奠定了，可以通过激发学习环境来培养。通过幼儿干预而丰富的机构学习环境在多大程度上也影响学龄前儿童的发展过程，迄今鲜有研究。拟议项目的目标是评估早期数学I中实施的干预措施的持久效果，以提高两岁半儿童的早期职业与儿童互动的质量，包括(1)儿童层面(与数学技能发展的衡量标准有关)，(2)专业层面(与互动质量、特定于数学的语言输入以及自我效能期望和儿童信念等处置能力方面有关)，以及(3)更深入地分析数学语言与早期数学能力之间的关系。

The foundations for acquiring mathematical competencies are laid at an early age and can be fostered by stimulating learning environments. The extent to which institutional learning environments enriched by interventions in early childhood also influence the course of children's development in preschool has so far been little researched. The goal of the proposed project is to assess the lasting effects of the interventions implemented in EarlyMath I to improve the quality of early professional-child interactions at age 2 ½ years at (1) the child level (related to measures of mathematical skill development), (2) the professional level (related to interaction quality, mathematics-specific language input, and dispositive competence facets such as self-efficacy expectations and paedagogical beliefs, and (3) to analyze in more depth the relationships between mathematical language and early mathematical competence.