This study is part of the ‘EarlyMath’ project, in which two teacher trainings, identical in terms of method and scope, but different in terms of focus and content, were developed to enhance global and math-specific teacher–toddler interactions in early childhood education and care (ECEC). We aimed to answer two questions: (1) Do teacher trainings improve global and math-specific interactions and (2) does this improvement differ in distinct activity settings (free play vs. structured activity)? Teachers from 95 toddler classrooms were randomly assigned to three groups: math-focused intervention (MIG), general intervention (GIG), and control (CG). The training was structured through nine modules emphasizing practical aspects, which included video analyses and role-plays. The results showed that the teacher training improved math-specific interactions in the MIG during free play, but not during structured activities. Global interaction quality did not significantly improve in either intervention group compared to the control group. This study highlights the potential of teacher training to enhance interactions in ECEC by emphasizing the specific role of activity settings.

中文翻译：

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通过对早期幼儿教师的干预来改善整体和数学特定的教师与幼儿的互动：活动设置的作用


这项研究是“早期数学”项目的一部分，该项目中开发了两项在方法和范围上相同但在重点和内容上不同的教师培训，以增强幼儿期全球和数学特定的教师与幼儿的互动教育和保育（ECEC）。我们的目的是回答两个问题：（1）教师培训是否改善了全局和数学特定的互动，（2）这种改善在不同的活动环境（自由游戏与结构化活动）中是否有所不同？来自 95 个幼儿教室的教师被随机分配到三组：数学重点干预组 (MIG)、一般干预组 (GIG) 和控制组 (CG)。培训由九个模块组成，强调实践方面，其中包括视频分析和角色扮演。结果表明，教师培训改善了 MIG 在自由游戏期间的数学特定互动，但在结构化活动期间却没有改善。与对照组相比，任一干预组的整体互动质量均未显着改善。本研究通过强调活动设置的具体作用，强调了教师培训在加强幼儿保育中互动的潜力。