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

数学发展和互动质量对幼儿保育的影响和持久影响（早期数学 II）

• 批准号: 416593881
• 负责人: Dr. Dorothea Dornheim
• 金额: --
• 依托单位: Deutsches Jugendinstitut e.V. (DJI)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/416593881?language=en
• 关键词: Mathematical; Development; Impact; Interaction; Quality

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.

获得数学能力的基础是在很小的时候就奠定的，可以通过刺激的学习环境来培养。迄今为止，对幼儿期干预措施所丰富的机构学习环境在多大程度上也影响学前儿童的发展过程的研究很少。拟议项目的目标是评估在EarlyMath I中实施的干预措施的持久影响，以提高2岁半早期专业儿童互动的质量（1）儿童水平（与数学技能发展的措施有关），（2）专业水平（与互动质量、语言输入和自我效能期望、儿科学信念等决定性能力因素有关，（3）深入分析数学语言与早期数学能力的关系。