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

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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.