The Impact of an Ongoing Professional Development Program on Prekindergarten Teachers' Mathematics Practices

Professional development for early childhood educators: Efforts to improve math and science learning opportunities in early childhood classrooms.

“…Future work ought to incorporate standardized science assessments newly-created for preschool, such as those under development by Greenfield and colleagues at the University of Miami. Fourth, the present study was concerned with the extent to which professional development would increase the amount of math and science learning opportunities, as amount of math and science experiences have been emphasized in the literature (e.g., Early et al, 2010; Nayfeld et al, 2011; Thornton et al, 2009) and linked with child outcomes (e.g., Klibanoff et al, 2006). Much less is known about the quality of math and science in early childhood classrooms.…”

“…Results revealed that although most educators provided at least some opportunities to learn about math and science, considerable variability existed such that time devoted to math learning opportunities ranged from 0 to 120 minutes, and time dedicated to science learning opportunities ranged from 0 to 102 minutes, resulting in positively skewed distributions for learning opportunities in these two domains. More specific to math instructional practices, Thornton, Crim, and Hawkins (2009) found that early childhood teachers reported engaging their preschool-aged students in math-related activities infrequently. Additionally, Tu (2006) and Nayfeld, Brenneman, and Gelman (2011) revealed scant science learning opportunities provided by participating early childhood educators.…”

Okulöncesi Öğretmenlerinin Erken Matematik Eğitimine İlişkin Tutumları

“…Çocuklarda matematik gelişimin temelleri erken yıllarda başlamaktadır (Brewer, 2001;Clements, Sarama, & DiBiase, 2004;Clements & Sarama, 2007Brown, Molfese, & Molfese, 2008Çelik, 2012;Çelik, 2014;Çelik, 2015) Matematiksel kavramların çoğu en azından sezgisel de olsa okul öncesi dönemde gelişmektedir (Çelik, 2014 Thornton, 2009). Etkili bir öğretmen olmak alan uzmanlığı, pedagojik bilgi ve pozitif tutuma sahip olmayı gerektirir (Lee, 2005).…”

Examination of the Relationship between the Preschool Teachers’ Attitudes towards Mathematics and the Mathematical Development in 6-Year-Old Preschool Children

“…Moreover, it is thought that teachers' negative attitudes towards mathematics affects children's attitudes towards mathematics (Bush, 1989;Bursal & Paznokas, 2006;Malinsky, Ross, Pannells, & McJunkin, 2006;Peker & Mirasyedioğlu, 2008;Gresham, 2008;Peker, 2009). There is research that suggests a relationship between the qualifications of teachers and their children's academic achievements (Roberts et al, 1998;Brown et al, 2008;Thornton, 2009). In his work Krap (1991) found that teachers who have positive attitudes towards mathematics use various methods for their progress in mathematics, which reflects positively on children's attitudes toward mathematics and that teachers with negative attitudes toward mathematics use teacher-centered methods, which causes a decrease in children's math success (cited in Lee, 2005;Lee, 2005).…”

“…Teachers' knowledge and beliefs about mathematics influence children's mathematical development (Thornton et al, 2009;Kilday, Kinzie, Mashburn, & Whittaker, 2011). Teachers' thoughts about mathematics have an important influence on their interaction with children, their teaching, and their decision making when teaching curricula (Evans, 2003).…”