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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通过针对幼儿保育教师的干预改善整体和数学特定的师幼互动：活动设置的作用


这项研究是“EarlyMath”项目的一部分，该项目开发了两项教师培训，在方法和范围上相同，但在重点和内容上有所不同，以加强幼儿教育和护理 （ECEC） 中的整体和数学特定的师幼互动。我们旨在回答两个问题：（1） 教师培训是否改善了整体和数学特定的互动，以及 （2） 这种改进在不同的活动设置（自由游戏与结构化活动）中是否有所不同？来自 95 个幼儿班级的教师被随机分配到三组：以数学为中心的干预 （MIG） 、一般干预 （GIG） 和对照 （CG）。培训由九个强调实践方面的模块组成，其中包括视频分析和角色扮演。结果表明，教师培训在自由游戏期间改善了 MIG 中特定于数学的互动，但在结构化活动期间则没有。与对照组相比，任何干预组的整体交互质量均未显著改善。本研究通过强调活动设置的具体作用，强调了教师培训在增强 ECEC 互动方面的潜力。