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

• Applicants: Dr. Dorothea Dornheim; Professorin Dr. Simone Lehrl; Dr. Anja Linberg; Professor Dr. Hans-Günther Roßbach; Professorin Dr. Sabine Weinert
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: since 2019
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 416593881

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.

• DFG Programme: Research Grants