Children's Mathematical and Verbal Competence in Different Early Education and Care Programmes in Australia

Autor/inn/en	Hildenbrand, Claudia; Niklas, Frank; Cohrssen, Caroline; Tayler, Collette
Titel	Children's Mathematical and Verbal Competence in Different Early Education and Care Programmes in Australia
Quelle	In: Journal of Early Childhood Research, 15 (2017) 2, S.144-157 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X15582096
Schlagwörter	Foreign Countries; Early Childhood Education; Preschool Children; Kindergarten; Mathematics Skills; Verbal Communication; Communication Skills; Speech Skills; Data Analysis; Longitudinal Studies; Correlation; Attendance; Child Care; Child Development; Faculty Development; Informal Education; Cognitive Ability; Cognitive Tests; Regression (Statistics); Scores; Behavior Problems; Screening Tests; Child Behavior; Questionnaires; Statistical Analysis; Australia; Woodcock Johnson Tests of Cognitive Ability; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kommunikationsstil; Mündliche Leistung; Sprachfertigkeit; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Anwesenheit; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung; Informelle Bildung; Nichtformale Bildung; Denkfähigkeit; Kognitiver Fähigkeitstest; Regression; Regressionsanalyse; Screening-Verfahren; Fragebogen; Statistische Analyse; Australien
Abstract	This study investigated the relationship between children's attendance at different types of early childhood education and care programmes and their mathematical and verbal skills. Analyses of data from 1314 children participating in an Australian longitudinal study, the E4Kids project, revealed no relationship between children's verbal ability and the early childhood education and care programme attended, but mathematics results tell a different story. At the first measurement, children who consistently attended only informal care outperformed children who either consistently attended a formal early childhood education and care service type or attended a mix of formal and informal care. The development of mathematical and verbal competencies between first and second measurements, 1 year later, did not differ between children who attended different types of early childhood education and care. Early childhood educators in Australia are required to provide programmes that incorporate both mathematical concepts and language development. However, many early childhood educators describe uncertainty about how to support children's mathematical learning. Further professional development and support in this area is necessary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01