Betrokkenheid en een nabije leerling-leerkracht relatie in groep 1 en 2 en de invloed van deze factoren op de rekenprestaties van kleuters

Abstract

Many studies have shown that mathematical achievements in kindergarten is a strong predictor of later school success. In the Netherlands, children do not score on the math level they should achieve. It is therefore very important to look at the factors that influence the mathematical performance of children in kindergarten. The current study has distinguished three variables: behavior engagement, close student-teacher relationship and mathematics achievements. This study uses the longitudinal dataset of ‘Preventie in de Keten’. The target group for the current study are children between 4 and 6 years old (N = 270). Two moments of measurement are included: M1 (first year of kindergarten) and M2 (second year of kindergarten). In the present study the COOL 5-18 questionnaire, the Student Teacher Relationship Questionnaire and the CITO Mathematics test were used. The analysis shows that mathematical achievement M1 is a strong predictor for mathematical achievement M2. In addition, the degree of behavior engagement M1 is a moderate predictor for the degree of behavior engagement M2. However, the student-teacher relationship and behavior engagement are weak predictors of mathematical achievement. The study concludes the importance of the mathematical level that children possess from the moment they start kindergarten. It is therefore not only important to consider which factors improve the mathematical achievements of children in kindergarten, but also to look at the factors that influence preschool mathematical achievements. Attention should also be paid to the amount of math taught to children in kindergarten. Finally, further research needs to be done on the reciprocal relationship between the variables.