Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations

Abstract

Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher–child interactions. The provision of effective adaptive learning support in kindergarten is challenging. This longitudinal experimental study examined the impact of two professional development programs on 132 kindergarten teachers. One program focused on teacher–child interactions (micro-adaptive learning support), the other on planning, preparation, and reflection (macro-adaptive learning support). Each program had a positive impact on the quality of the specific type of adaptive mathematical learning support provided by kindergarten teachers, macro or micro, it was designed to improve.