De invloed van rekenconstructen in de taal van leidsters/leerkrachten en de door hen aangestuurde reken- en taalactiviteiten op de ontwikkeling die kinderen in hun ontluikende rekenvaardigheid laten zien

Abstract

The aim of this study was to assess whether children’s conventional mathematical knowledge benefited from mathematical input in the speech of teachers (math talk) and the use of teacher-directed academic activities in preschool classrooms. Video-observations in 12 preschool classrooms revealed that the occurrence of math talk was scarce; especially in groups with the youngest children. However, it emerged that this math talk accelerated children’s math development. Both the children in kindergarten (N = 49) and especially the youngest children in preschool (N = 38) showed larger gains in math skills if their teacher used many mathematical input in his/her speech. Extensive systematic observations during four half-days in 16 preschool classrooms were used to obtain information about teacher-directed math and language activities. These observations revealed that classrooms differed in the amount of teacher-directed academic activities. The amount of math activities was relatively small, in particular in the group with the youngest children. As well as the occurrence of math talk, teacher-directed activities accelerated children’s development; children showed larger gains in math skills if their teacher initiated many math and language activities. With regard to kindergarten children (N = 45) their math skills seemed affected by both teacher-directed math (although not significant) and teacher-directed language activities. The study provides insight in children’s daily experiences in the preschool classroom and focuses especially on factors involved in the development of conventional mathematical knowledge of children. It yields important implications for early childhood education.